What really matters about teacher education at Cathedrals Group Universities: volume 1 final report

An investigation into [perceptions of] the features of Christian foundation universities’ Initial Teacher Education (ITE) programmes that are particular to the university’s Christian foundation. We are grateful to the Cathedrals Group of Universities and Colleges, for funding the first stage of this project and the Church of England University and College Fund for funding the second stage, through grant funding. This report contains the outcomes of the research which took place between November 2016 and January 2018. A separate document, What really matters about teacher education at Cathedrals Group universities and college? Volume 2: The Case Studies, provides profiles of the findings from the five different institutions. This is the substantive report. The aims: 1. To investigate why ITE trainees choose Christian foundation university teacher training programmes 2. To investigate why schools choose Christian foundation universities as training programme partners 3. To investigate what Christian foundation universities claim is particular to their Christian foundation, what is particularly or deeply Christian about their ITE provision with a focus on: • the underpinning values • the content and methodology of ITE training • how trainees are supported and challenged in the partnership aspects 4. To investigate what Christian foundation universities, ITE trainees and partnership schools claim about ITE trainees at the point of qualification, that is particular to the institutions’ Christian foundation

An experimental and theoretical investigation of plane-stress fracture of 2024-T351 aluminum alloy

Plane-stress fracture behavior of precracked aluminum alloy

The Character Development Project Final Report

This report consists of three elements. The project outline offers an overview of the intervention and how it was implemented. Sections 3 to 6 include the Principal Investigators’ remarks (Professor Trevor Cooling), and the findings and recommendations of the researcher who designed the questionnaires and worked on data analysis (Dr Sabina Hulbert), and the researchers who undertook school visits and have worked on deriving qualitative case study data from the visits as well as school portfolios (Miss Caroline Thomas and Dr Peter Gregory). Finally, we include a summary of the evaluation report

Viewing art on a tablet computer: a wellbeing intervention for people with dementia and their caregivers

Background: Art-based interventions have been shown to be beneficial for the wellbeing of people with dementia and their caregivers. This paper explored whether such interventions can be delivered via a touchscreen tablet device displaying art images. Methods: Twelve pairs of volunteers with dementia and informal caregivers were recruited. A quasi-experimental mixed-methods within-subjects study evaluated the wellbeing impacts of art viewing using visual analogue scales and explored participant experiences with thematic analysis. Findings: Quantitative results showed a significant effect for change in composite wellbeing from session one to session five. Wellbeing subdomains showed impact on wellbeing, which generally increased with number of sessions. Qualitative findings included changes in cognition, behaviour, mood and relationships. These changes tended to be viewed positively. Conclusions: The results suggest touchscreen-based art interventions could yield wellbeing benefits for this population. A larger-scale controlled study would help to determine whether wider dementia care practice implications can be drawn