Towards a framework for university-wide postgraduate programmes in sustainability

The role of Higher Education Institutions in addressing social, environmental, and economic challenges and opportunities in today's world is immense, complex, and vital (GUNI, 2008). Traditionally responses to sustainable development (SD) have been concentrated within specific subjects, however there has been a gradual penetration of sustainability issues into a wide spectrum of disciplines (HEA, February 2009. The definition and priorities of SD are complex and multi-layered and the challenges presented, being inherently holistic, require equal responses from all disciplines. This requires the development of a framework for University-wide, cross disciplinary teaching. The University of Strathclyde has been ranked first in the Engineering Education for Sustainable Development (ESD) Observatory Report 2008. Building on this success, work is underway to develop a university-wide, interdisciplinary Strathclyde Masters programme in Sustainability (SMS, aimed at articulating a framework for integrating flagship postgraduate courses & classes, sustainability literacy & skills training workshops. This paper summarises the theories of sustainability and its inherent interdisciplinary nature by examining current thinking in ESD. This has highlighted the need to review the current curriculum, identifying current interdisciplinary provision aligned with ESD, and implement a multistakeholder consultation process. The paper describes how these theories might be put into practice, detailing the conclusions drawn from the initial consultation process involving external organisations, students, academic staff and the university's professional services. In addition, a model 'Sustainability Map' is presented offering an overview of postgraduate provision of ESD within the institution as a whole, alongside details of the courses offered and contributing departments. The outcome of the multistakeholder consultation process, in conjunction with the 'Sustainability Map', will help inform future consultation focusing on structural refinement and the academic content of the interdisciplinary programme

Learning for change : Cross-disciplinary postgraduate programmes in sustainability

Through connecting the local and global, higher education institutions play a vital role in addressing social, environmental and economic challenges and ultimately achieving a sustainable future. New Horizons: Responding to the Challenges of the 21st Century (Scottish Government, 2008), outlines the contributions which Scottish universities should make to the economy, culture and society, and to the political priorities of the Scottish Government. Learning for Change: Scotland’s Action Plan for the Second Half of the UN Decade of Education for Sustainable Development (Scottish Government, 2010) examines progress to date and sets out the actions that higher education institutions have committed to undertaking in the second half of the decade and beyond. These two important documents provide the context for work that has taken place at the University of Strathclyde in response to the challenges set out within them. The University of Strathclyde has been ranked first in the Engineering Education for Sustainable Development (ESD) Observatory Report 2008 and plans to build on this success. The challenges presented by Sustainable Development are inherently holistic, demanding equal responses from all disciplines and this requires the development of a framework for University-wide, cross disciplinary teaching. This paper describes work that has taken place within the University to develop a new university-wide, multi-disciplinary, Strathclyde Masters programme in Sustainability (SMS) aimed at articulating a framework for integrating flagship postgraduate courses & classes, sustainability literacy, skills training workshops and subsequent continuing professional development courses. Conclusions are presented from the three main bodies of work involved: a review of current thinking in ESD; a multi-stakeholder consultation process involving students, academic and professional services staff within the university, and external stakeholders, and the creation of a Sustainability Map detailing current postgraduate provision of ESD at the University

Nurturing the independent-thinking practitioner: using threshold concepts to transform undergraduate learning

This article explores the experience of employing the theory of threshold concepts to curricular re-design to transform students' learning experiences. As part of our annual review in 2011, programme team members raised the concern that some graduates from our vocational-type degree programme – BA (Hons) Working with Children, Young People and Families – did not appear to develop the links between 'theory' and 'practice' as effectively as other graduates. Reflection on the three-year old degree programme, designed to provide a foundation for those wishing to move into, or study further, in areas such as family support and social work, revealed two areas for further consideration. First, the programme's modular format appeared to encourage students to view aspects of their studies as unconnected. Secondly, its original design had been premised on a series of 'need to know' areas of policy, theory and practice which had been added to over time, with little taken out. In short, the curriculum appeared to have become both 'stuffed' and fragmented and did not appear to provide the ideal platform from which to engage students in the development of the knowledge, skills and understanding for future professional practice. Using the theory of threshold concepts as our starting point, we were able to identify key themes, ideas and activities that we perceived to be central to nurturing and developing independent and employable practitioners. The following article recounts our journey towards curriculum change, detailing how programme threshold concepts were identified and how these were subsequently applied in curriculum re-design

10 out of 10 for Scottish school design? : providing an accessible, sustainable environment for 21st century education

This paper describes an on-going research project which aims to measure the extent to which the social model of disability is embedded within the school design process in Scotland. Proponents of the disability movement have called for societal structures to be reconceived based on the divergent capacities of the individual. The social model of disability can be used to explain the way in which disability is conceptualised as a barrier created by external factors which is imposed over and above an individual’s impairment. This model is used as a basis for conceiving a ‘social model of architecture’ and exploring the progress of architectural practice in responding to change. The largest school building programme in the history of Scotland has taken place, yet there is no conclusive research evaluating the performance of accessible design. This project investigates the inclusive education discourse in Scotland and its relevance to the built environment, the extent to which best practice guidelines are being met and the degree to which accessibility is considered throughout different stages of the design process. Results will be analysed to discuss the extent to which the social model is embedded within current school design and the case of Scotland’s schools will be used to develop a framework for implementation which takes into consideration a holistic view of the entire design process

Don’t Fence Us In! Perceptions of east Germanness among the 1970s generation in Berlin

This thesis explores how Germans born in the GDR during the 1970s engage with discourses about the east when discursively constructing their identities in contemporary unified Germany. Existing academic research into east Germanness has largely focused on the idea of a collective identity, and consists of two predominant lines of argument. The first suggests that eastern identities jeopardise German unity, implying that east Germanness cannot exist alongside Germanness. The second problematises the often negative representations of easterners in the popular sphere. Taking this discourse as its basis, however, it risks overlooking the ways that easterners themselves perceive the east. By taking a constructivist approach and adopting a qualitative, interpretive methodology, the thesis gains in-depth insights into the complex ways in which easterners themselves negotiate a sense of east Germanness. The research consists of twenty in-depth interviews which were designed around the theme of consumption, a social and discursive practice common to the GDR and unified Germany, but one which has changed dramatically since unification. The findings revealed that popular perceptions do indeed contribute to the participants’ understandings. However, they presented a more differentiated and complex picture of the east, which enabled them to construct a form of east Germanness which better fits their understandings. Importantly, it appears that these perceptions are not represented in current discourses. Using generation to identify themselves as a unique group, the participants distanced themselves from negative perceptions of the east and identified with positive attributes of both the east and west. This group view themselves as engaged members of a capitalist society, who not only identify as both German and east German, but perceive their socialist upbringings to benefit them in unified Germany. Importantly, the characteristics that they attach to their identities appear to be typical of western society. Using the label of the 1970s generation, they maintain a sense of east Germanness but paint a new picture of it which is contextualised within western norms and values.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Pro-Inflammatory Priming of Umbilical Cord Mesenchymal Stromal Cells Alters the Protein Cargo of Their Extracellular Vesicles

From MDPI via Jisc Publications RouterHistory: accepted 2020-03-12, pub-electronic 2020-03-16Publication status: PublishedUmbilical cord mesenchymal stromal cells (UCMSCs) have shown an ability to modulate the immune system through the secretion of paracrine mediators, such as extracellular vesicles (EVs). However, the culture conditions that UCMSCs are grown in can alter their secretome and thereby affect their immunomodulatory potential. UCMSCs are commonly cultured at 21% O2 in vitro, but recent research is exploring their growth at lower oxygen conditions to emulate circulating oxygen levels in vivo. Additionally, a pro-inflammatory culture environment is known to enhance UCMSC anti-inflammatory potential. Therefore, this paper examined EVs from UCMSCs grown in normal oxygen (21% O2), low oxygen (5% O2) and pro-inflammatory conditions to see the impact of culture conditions on the EV profile. EVs were isolated from UCMSC conditioned media and characterised based on size, morphology and surface marker expression. EV protein cargo was analysed using a proximity-based extension assay. Results showed that EVs had a similar size and morphology. Differences were found in EV protein cargo, with pro-inflammatory primed EVs showing an increase in proteins associated with chemotaxis and angiogenesis. This showed that the UCMSC culture environment could alter the EV protein profile and might have downstream implications for their functions in immunomodulation

Extracellular vesicles derived from umbilical cord mesenchymal stromal cells show enhanced anti-inflammatory properties via upregulation of miRNAs after pro-inflammatory priming

Autoimmune conditions, such as rheumatoid arthritis, are characterised by a loss of immune tolerance, whereby the immune cells attack self-antigens causing pain and inflammation. These conditions can be brought into remission using pharmaceutical treatments, but often have adverse side effects and some patients do not respond favourably to them. Human umbilical cord mesenchymal stromal cells (UCMSCs) present a promising alternative therapeutic due to their innate anti-inflammatory properties which can be strengthened using pro-inflammatory conditions. Their therapeutic mechanism of action has been attributed to paracrine signalling, by which nanosized acellular particles called 'extracellular vesicles' (EVs) are one of the essential components. Therefore, this research analysed the anti-inflammatory properties of UCMSC-EVs 'primed' with pro-inflammatory cytokines and at baseline with no inflammatory cytokines (control). Both control and primed EVs were co-cultured with un-pooled peripheral blood mononuclear cells (PBMCs; n = 6) from healthy donors. Neither control nor primed EVs exerted a pro-inflammatory effect on PBMCs. Instead, the primed EVs showed the immunosuppressive potential by increasing the expression of the anti-inflammatory protein FoxP3 in PBMCs. This may be attributed to the upregulated miRNAs identified in primed EVs in comparison to control EVs (miR-139-5p, miR-140-5p, miR-214-5p). These findings aid in understanding how UCMSC-EVs mediate immunosuppression and support their potential use in treating autoimmune conditions. [Abstract copyright: © 2023. The Author(s).]Orthopaedic Institute Limited; Grant(s): RPG171 RJAH Orthopaedic Hospital Charity; Grant(s): G08028 Engineering and Physical Sciences Research Council; Grant(s): EP/F5000491/

The relationship between ICD-11 PTSD, complex PTSD and dissociative experiences

Debate exists in the trauma literature regarding the role of dissociation in traumatic stress disorders. With the release of the new ICD-11 diagnostic guideline for posttraumatic stress disorder (PTSD) and complex PTSD (CPTSD), this issue warrants further attention. In the current study, we provide a preliminary assessment of the associations between ICD-11 CPTSD and dissociative experiences. This study is based on a sample (N = 106) of highly traumatised clinical patients from the United Kingdom who completed measures of traumatic stress and dissociative experiences. The majority of participants met the diagnostic criteria for CPTSD (69.1%, n = 67), with few patients qualifying for a diagnosis of PTSD (9.3%, n = 9). Those with CPTSD had significantly higher levels of dissociative experiences compared to those with PTSD (Cohen’s d = 1.04) and those with no diagnosis (Cohen’s d = 1.44). Three CPTSD symptom clusters were multivariately associated with dissociation: Affective Dysregulation (β = .33), Re-experiencing in the here and now (β = .24), and Disturbed Relationships (β = .22). These findings indicate that dissociative experiences are particularly relevant for clinical patients with CPTSD. Future longitudinal work will be needed to determine if dissociation is a risk factor for, or outcome of, CPTSD

The “New” Student-Athlete: An Exploratory Examination of Scholarship eSports Players

The growth and popularity of eSports cannot be understated. The domain has become so mainstream that colleges and universities are rapidly beginning to launch eSports programs within their athletics departments. In this study, the authors interviewed 33 student-athletes receiving scholarships for participating in eSports at one institution. In all, the identity and social capital of athletes in this “new” athletic arena were explored and compared with previous studies examining “traditional” athletes. The implications of the similarities and differences are discussed and ideas for future research into this emerging field are presented

Suicidal histories in adults experiencing psychological trauma: exploring vulnerability and protective factors

Objective: This study aimed to identify vulnerability and protective factors for suicidal histories among adults experiencing psychological trauma.Method: Adults seeking treatment for psychological trauma (N=113) completed self-report questionnaires measuring childhood trauma history, self-concept, relational functioning, emotion regulation, living arrangements, employment status, marital status, and suicidal history. Independent samples t-tests were used to determine variables on which those with and without suicidal histories differed significantly. These variables were then entered into a binary logistic regression model to identify factors which independently distinguished between those with and without a suicidal history.Results: Univariate differences were found for childhood emotional abuse (CEA), childhood emotional neglect (CEN), emotion deactivation, and employment status, with those in the suicidal history group scoring higher on all of these. CEA (OR=1.13, 95% CI=1.01-1.27) and employment status (OR=4.12, 95% CI=1.23-13.73) remained significant predictors of suicidal status in the multivariable logistic regression.Conclusions: CEA was an independent vulnerability factor for suicidal risk, highlighting the need for clinicians to assess exposure to such trauma in those presenting with proximal traumatic experiences. Being in employment was an independent protective factor against suicidal risk, highlighting the importance of social buffers or networks when faced with traumatic situations