Participatory knowledge mobilisation: an emerging model for international translational research in education

Research alone does not inform practice, rather a process of knowledge translation is required to enable research findings to become meaningful for practitioners in their contextual settings. However, the translational process needs to be an iterative cycle so that the practice itself can be reflected upon and thereby inform the ongoing research agenda. This paper presents the initial findings of a study into an international, participatory model of knowledge mobilization in the context of translational research in the field of education. Using a mixed methods approach, the study draws upon data collected from the Education Futures Collaboration (EFC), an educational charity, which has developed an international knowledge mobilization strategy. Through the innovative use of technologies this initiative improves the link between research and practice by finding new and practical ways to improve the knowledge base for practitioners. The EFC has developed two work strands within the international knowledge mobilization strategy, which utilise two complementary digital platforms. The first is the online MESHGuides (Mapping Educational Specialist knowHow), a collaborative tool for connecting educators with visual summaries of educational research from which practice can be developed. The second is the online Education Communities of Practice network, which is used to support international partnerships for collaboration between researchers and practitioners. Findings indicate that utilising web 2.0 tools to develop translational research through MESHGuides is significantly groundbreaking in its vision and scope with respect to practitioners accessing and building the knowledge base of the teaching profession internationally and strengthening the link between researchers and practitioners, thereby increasing the impact of research in education

Exploring pedagogic shift in a virtual international school

A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of PhilosophyIn a shrinking more connected world, web based communication technologies play an increasingly important role in educating younger generations. However, the process of change that teachers must go through to accommodate the appropriate use of web based communication technologies for teaching and learning is a complex process, which can be viewed from multiple perspectives. Specifically, this study explores pedagogic shift in the context of a virtual international school spanning five different countries within the European Union. It adopts an interpretive paradigm of research to explore perceptions of teachers in the virtual international school over the course of four years from 2009-2013. Using a constructivist grounded theory approach, a variety of data collection techniques were employed over the course of three different cycles of research. Each cycle built on the previous cycle through an in depth analysis of the data, which enabled the emergence of a model for pedagogic shift. Findings from this research point to the importance of understanding change as a learning journey, which necessarily takes time and is influenced by a variety of factors in which effective leadership plays a central role. Additionally, the research shows how through processes such as understanding each others’ different perspectives and the way technologies are harnessed, change is facilitated and a sense of community is built, all play an important role in enabling pedagogic shift to take place. From these findings a thematic model emerged, which was explored in depth and further refined during the research. The study concludes with recommendations for further research into pedagogic shift, particularly in relation to the dispersed multi-level model of leadership, the evolution of virtual international schools, the changing nature of teacher-student relationships, and the influence of external drivers in models of pedagogic shift

Stable isotope probing: Technical considerations when resolving ¹⁵N-labeled RNA in gradients

RNA based stable isotope probing (SIP) facilitates the detection and identification of active members of microbial populations that are involved in the assimilation of an isotopically labeled compound. ¹⁵N-RNA-SIP is a new method that has been discussed in recent literature but has not yet been tested. Herein, we define the limitations to using ¹⁵N-labeled substrates for SIP and propose modifications to compensate for some of these shortcomings. We have used ¹⁵N-RNA-SIP as a tool for analysing mixed bacterial populations that use nitrogen substrates. After incubating mixed microbial communities with ¹⁵N-ammonium chloride or ¹⁵N₂ we assessed the fractionation resolution of ¹⁵N-RNA by isopycnic centrifugation in caesium trifluoroacetate (CsTFA) gradients. We found that the more isotopic label incorporated, the further the buoyant density (BD) separation between ¹⁵N- and ¹⁴N-RNA, however it was not possible to resolve the labeled from unlabeled RNA definitively through gradient fractionation. Terminal-restriction fragment length polymorphism (T-RFLP) analysis of the extracted RNA and fluorescent in situ hybridisation (FISH) analysis of the enrichment cultures provided some insight into the organisms involved in nitrogen fixation. This approach is not without its limitations and will require further developments to assess its applicability to other nitrogen-fixing environments

Barriers and enablers affecting Yellow Card reporting in submissions in medicines information

Introduction: Only a fraction of adverse drug reactions (ADRs) are reported internationally, with between 3 to 7% of hospital admissions in the UK relating to ADRs, this underreporting is a patient safety concern. To embed Yellow Card (YC) reporting into the healthcare system, the Medicines and Healthcare products Regulatory Agency (MHRA) integrated reporting forms into clinical IT systems (e-YCs), including the pharmacy medicines information system, MiDatabank. Despite this technology, the MHRA received 49% fewer reports in 2021/22 compared with the previous year from MiDatabank in Scotland. There is a need to understand the barriers and enablers to MI staff reporting ADRs on e-YCs via MiDatabank, and behavioural theory will inform appropriate interventions to increase reporting rates via this route. Method: MI centres in Scotland were asked to provide reports of the numbers of e-YCs submitted via MiDatabank, the total number of enquiries and the number of enquires categorised as relating to adverse events, between 2017 and 2022. MI staff in Scotland of all roles and experience, who use MiDatabank for MI enquiries with permission to complete e-YCs were invited to participate in this study. Semi-structured interviews were conducted between March and May 2023, using a Theoretical Domains Framework (TDF)-informed interview schedule to identify barriers and enablers of MI staff reporting ADRs on MiDatabank. Interviews were transcribed verbatim and thematically analysed inductively and deductively using NVivo software. Qualitative findings were mapped to the behaviour change wheel to identify appropriate interventions to address capability, opportunity and motivation.Results: The highest reporting centre had an average of 20 e-YCs per annum over five years, which equates to a reporting rate average based on number of adverse events enquires of 22%. The lowest centre submitted no reports. Seven interviews were conducted with staff of differing roles and experience from five MI centres in Scotland. Professional role and identity, knowledge, belief about capabilities, memory attention and decision processes, and social influences were the most significant TDF domains influencing behaviour of MI staff in ADR reporting. Uncertainty about enquirer consent to report, knowledge and confidence about reporting based on suspicion, identifying ADRs within a clinical enquiry, and the belief that it’s the role of the patient-facing practitioner to submit e-YCs were barriers. There was mixed views on the functionality of e-YC reporting on MiDatabank. All participants who have used the e-YC integrated function (n=6) describe it as being easy, however some common themes for improvement emerged and hope for “better functionality for reporting” on MiDatabank. Discussion: Reporting data confirmed variation existed in the number of e-YCs submitted annually across the six centres that provided data, suggesting there is scope for improvement. Interventions including education, persuasion, training, modelling and enablement may help address some of the barriers. A suite of interventions has been suggesting including peer discussion and support, adding YC reporting to MI team agendas, and increasing awareness of the national SOP for ADRs.<br/

Sea-level changes in south east England and northern France

PhDThe aim of the research was to provide new sea-level index points,with the intention of identifying any cross-channel similarities and comparing the results to geophysical models of relative sea-level change. The research successfully provided new sea-level index points from the Pevensey levels, East Sussex; the Canche Estuary, Pas de Calais and the Somme Estuary, Picardie, which were validated using stratigraphic pollen,diatom,foraminiferal snd AMS radiocarbon dating analysis. The results pointed to the presence of a coastal barrier thoughout the mid-Holocene at Pevensey and the Somme which complicated the pattern of coastal sedimentation observed at these sites.A clear pattern of barrier de-stabilisation can be seen to take place either side of the Channel c.3000 years cal BP. A cross-channel comparison identified three similar transgressive events either side of the English Channel, c. 5500, 3000 and 2200 cal years BP. The observed results from each site were then compared to the predicted data( Lambeck pers.comm) .in order to determine whether the observational data could be used to validate the modelled data.The comparisons showed that for the sites in south east England the modelled data tended to over-predict sea-level rise for the mid-t o late- Holocene whereas the model tended to under-predict sea-level rise for the sites in northern France. The new observational data which the research provided could be used to further validate Lambeck's (1990,1997) geophysical model. The effects of local coastal processes, such as tidal range, crustal subsidence and barrier-dynamics were used to aid the comparisons between the pattern of sediment deposition and thus the sea-level signals.These findings suggested that reconstructions should be restricted to sites at an estuary-sized scale.Quaternary Research Association Young Workers Award Bill Bishop Memorial Trust The Dudley Stamp Memorial Trust and the British Geomorphological Research Grou

Differential expressions of cell cycle regulatory proteins and ERK1/2 characterize the proliferative smooth muscle cell phenotype induced by allylamine

Chronic oxidative injury by allylamine induces proliferative vascular smooth muscle cell (vSMC) phenotypes in the rat aorta similar to those seen in rodent and human atherosclerotic lesions. In this study, we evaluate the potential role of cyclin dependent kinase inhibitors, p21 and p27, and extracellular regulated kinases (ERK1/2) to mediate the proliferative advantage of oxidatively stressed (i.e. allylamine injured) vSMC. Isolated rat aortic SMC from allylamine treated and control rats were cultured on different extracellular matrix (ECM) proteins. Following mitogen restriction, cultures were stimulated with serum with or without inhibitors of NF-kB or MEK. Western blot analysis was performed to identify protein differences between treatment groups. Basal levels of p21 were 1.6 fold higher in randomly cycling allylamine cells than control counterparts seeded on a plastic substrate, a difference lost when cells were seeded on collagen. p27 levels were comparable in both cell types irrespective of substrate. Basal levels of p21 and p27 were 1.4 fold higher in G0 synchronized allylamine cells compared with G0 synchronized control cells seeded on a plastic substrate. Following cell cycle progression, differences in protein levels were not detected. Treatment with 100 nM pyrollidine dithiocarbamate (PDTC) resulted in significant decreases in p21 and p27 in allylamine cells versus control cells following serum stimulation for 9 hours. This decrease was even greater for p21 in allylamine cells when grown on collagen relative to control cells. Alterations in peak and temporal activation of ERK1/2 were observed in allylamine cells seeded on a plastic substrate as compared to control cells, following serum stimulation. Seeding on collagen decreased the enhanced peak phosphorylation of ERK1/2 and increased the sustained activity in allylamine cells compared with control counterparts. Inhibition of ERK1/2 activity resulted in reduced p21 expression in both cells types, but the response was markedly enhanced in allylamine cells, and preferentially observed on a restrictive collagen substrate. We conclude that induction of proliferative (i.e. atherogenic) phenotypes following repeated cycles of oxidative injury involves ERK1/2 activity and modulation of the cyclin dependent kinase inhibitors, p21 and p27, in a matrix-dependent manner

Global competence and teacher education programmes. A European perspective

Global competence is an increasingly important disposition for today’s society. Prospective teachers will have to be able to teach effectively in multicultural classrooms as well as develop dispositions of global competence in their future students. This pilot study was aimed at investigating what aspects of global competence should be integrated into initial teacher education programmes. Twenty-four teacher educators from fifteen European countries were involved in a qualitative study to underscore the topics, the contexts, the actors and the methodologies that can support the integration of global competence into programmes for preservice teachers. The findings indicate that global competence is a multidimensional concept associated with aspects directly related with the teaching profession such as cooperation, inclusion, social engagement, multicultural dialogue. The results also identify the methods and the contexts for an educational pathway for preservice teachers where the idea of global competence can emerge more easily

Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research

The teacher-research agenda has become a significant consideration for policy and professional development in a number of countries. Encouraging research-based teacher education programmes remains an important goal, where teachers are able to effectively utilize educational research as part of their work in school settings and to reflect on and enhance their professional development. In the last decade, teacher research has grown in importance across the three i’s of the teacher learning continuum: initial, induction and in-service teacher education. This has been brought into even starker relief with the global spread of COVID-19, and the enforced and emergency, wholesale move to digital education. Now, perhaps more than ever, teachers need the perspective and support of research-led practice, particularly in how to effectively use Internet technologies to mediate and enhance learning, teaching and assessment online, and new blended modalities for education that must be physically distant. The aim of this paper is to present a number of professional development open educational systems which exist or are currently being developed to support teachers internationally, to engage with, use and do research. Exemplification of the opening up of research to schools and teachers is provided in the chapter through reference to the European Union-funded Erasmus + project, BRIST: Building Research Infrastructures for School Teachers. BRIST is developing technology to coordinate and support teacher-research at a European level

Introducing learning workshops into the biosciences: A student-staff partnership

BACKGROUND The biosciences can be difficult for nursing and midwifery students, and embedding study skills into the curriculum may help overcome this challenge (McVicar, Andrew &amp; Kemble, 2015). This project aimed to evaluate students’ perceptions of pass/fail ‘learning workshops’ introduced into a first-year anatomy and physiology course. METHODS The learning workshops were co-designed and co-facilitated by past students and teaching staff. The first workshop (prior to the mid-semester examination) covered effective learning strategies, while the second (prior to the final examination) covered examination strategies. Consenting students’ (n=165) perceptions were measured using an open-ended question, which was coded using inductive thematic analysis (Braun &amp; Clarke, 2006). RESULTS AND DISCUSSION Most students (80%) found the workshops to be useful, citing their value for learning study tips and new strategies (57%) and gaining insights into examination marking (38%). The workshops also facilitated a sense of connection with others in the course (14%). Of the students who did not find the workshops useful, many stated already knowing effective learning strategies (39%). Learning workshops are low-stakes activities that can be easily embedded within the curriculum. By focusing on how to learn, these workshops may reduce inequality between students with different levels of academic preparedness. REFERENCES Braun, V. &amp; Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. McVicar, A., Andrew, S. &amp; Kemble, R. (2015). The ‘bioscience problem’ for nursing students: An integrative review of published evaluations of Year 1 bioscience, and proposed directions for curriculum development. Nurse Education Today, 35, 500-509

Immunological considerations and challenges for regenerative cellular therapies.

Funder: Wellcome TrustThe central goal of regenerative medicine is to replace damaged or diseased tissue with cells that integrate and function optimally. The capacity of pluripotent stem cells to produce unlimited numbers of differentiated cells is of considerable therapeutic interest, with several clinical trials underway. However, the host immune response represents an important barrier to clinical translation. Here we describe the role of the host innate and adaptive immune responses as triggers of allogeneic graft rejection. We discuss how the immune response is determined by the cellular therapy. Additionally, we describe the range of available in vitro and in vivo experimental approaches to examine the immunogenicity of cellular therapies, and finally we review potential strategies to ameliorate immune rejection. In conclusion, we advocate establishment of platforms that bring together the multidisciplinary expertise and infrastructure necessary to comprehensively investigate the immunogenicity of cellular therapies to ensure their clinical safety and efficacy