Can health trainers make a difference with difficult-to-engage clients? A multisite case study

A political attempt in the United Kingdom to address health inequalities in the past decade has been the government’s initiative to employ local health trainers (HTs) or health trainer champions (HTCs) to support disadvantaged individuals with aspects of their health-related behaviors. HT/HTCs provide health-related information and support to individuals with healthy eating, physical activity, and smoking cessation. They undertake community engagement and direct individuals to relevant health services. They differ in that HTs are trained to provide health interventions to individuals or groups and to make referrals to specialist health care services when necessary. This article provides an evaluation of HT/HTCs interventions across three sites, including one prison, one probation service (three teams), and one mental health center. An evaluation framework combining process and outcome measures was employed that used mixed methods to capture data relating to the implementation of the service, including the context of the HT/HTCs interventions, the reactions of their clients, and the outcomes reported. It was found that HT/HTCs interventions were more effective in the prison and mental health center compared with the probation site largely as a result of contextual factors

You stab my back, I'll stab yours: Management experience and perceptions of organization political behaviour

This paper reports the findings of a survey of 250 British managers, exploring their experience and perceptions of organization politics. Political behaviour appeared to be common. Most managers viewed political behaviour as ethical and necessary, and aspects of organizational effectiveness, change, resourcing and reputation were attributed to political tactics, although 80% had no training in this area. Tactics experienced frequently included networking, using 'key players' to support initiatives, making friends with power brokers, bending the rules, and self-promotion. Tactics experienced as rare, but not unknown, included misinformation, spreading rumours, and keeping 'dirt files' for blackmail. A consistent pattern of responses concerning willingness to engage in politics, the need to act ruthlessly and the appropriateness of reciprocity when faced with political behaviour implies an attitude of 'you stab my back, I'll stab yours'. Findings are discussed using an 'antecedents–behaviours–consequences' framework of perceived organization politics to guide rese

Closing in on the picture : analyzing interactions in video recordings

This paper provides a detailed account of the processing and analysing of data, obtained through video recording during reflective practitioner research. It sets out five stages in the analysis of video recordings of classroom interactions during a series of educational drama lessons: from decisions relating to the selection of data for close analysis, to the seeking of themes, and finally to the presentation of conclusions. The researcher adapted and synthesised several processes derived from discourse analysis (Wells, 2001; Spiers, 2004; Gee, 2005) to produce a range of instruments for use in transcription and analysis of verbal and non-verbal discourse. These include: a simple transcription key; classifications for verbal and non-verbal discourse; and a template for a transcription and analysis matrix

3D virtual worlds as environments for literacy learning

Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems - or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context. Purpose: This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings.Sources of evidence: Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author’s field notes of the planning process with accompanying minutes and meeting documents.Main argument: From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers’ and pupils’ conceptions of what constitutes literacy. The counternarrative, found in recent work in new litearcies (Lankshear & Knobel, 2006) provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a re-conceptualisation of what counts as learning.Conclusions: This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed

Pre-service teachers’ engagement in a cross-curricular television news project: impact on professional identity

This paper focuses on the impact of pre-service teachers’ engagement in the annual BBC News School Report project on their emerging professional identity and on the evidence they provide as part of the process of becoming qualified. The research reported on is drawn from three years of enquiry. Respondents included pre-service teachers themselves, their tutors as representatives of teacher education providers and their mentors as representatives of schools in which they were placed. The methodological approach was interpretative and phenomenological with qualitative and quantitative data being analysed for emergent themes. Two years of evaluations were followed by a third year in which a set of case studies were developed. The research showed that professional identity is enhanced through being in a leading role in respect of curriculum and working with other staff. Through engagement in such projects, this paper moots that preservice teachers develop richer evidence of emerging professionalism as defined by standards of initial teacher training. Moreover, self-perception of role was modified to one in which they saw themselves, and were seen, as equals to qualified staff rather than subservient to or dependent on them. A new more equal power relationship developed as they took on responsibility for the project. Preservice teachers’ move to become full members of the professional community for which they are training was accelerated

Spillover and work-family conflict in probation practice: Managing the boundary between work and home life

Based on the close relationship between social work and probation practice this article uses and develops Greenhaus and Beutell's (1985) work-family conflict model to understand the spillover from probation work to practitioners’ family lives. We examine the ways spillover affects practitioners' family lives and show that these conflicts stem from desensitisation and the work being community based. They also arise in more imagined ways which we describe as altruistic imaginings and darker imaginings. The article concludes by highlighting the need for organisations to acknowledge spillover and its effects and makes suggestions around the provision of organisational policies. We conclude by considering what probation providers, as employers might do improve the situation as well as some reflective tools that practitioners might use to consider their own work-life balance with a view to improving staff wellbeing as well as effective service provision

Displaced but not replaced: the impact of e-learning on academic identities in higher education.

Challenges facing universities are leading many to implement institutional strategies to incorporate e-learning rather than leaving its adoption up to enthusiastic individuals. Although there is growing understanding about the impact of e-learning on the student experience, there is less understanding of academics’ perceptions of e-learning and its impact on their identities. This paper explores the changing nature of academic identities revealed through case study research into the implementation of e-learning at one UK university. By providing insight into the lived experiences of academics in a university in which technology is not only transforming access to knowledge but also influencing the balance of power between academic and student in knowledge production and use, it is suggested that academics may experience a jolt to their ‘trajectory of self’ when engaging with e-learning. The potential for e-learning to prompt loss of teacher presence and displacement as knowledge expert may appear to undermine the ontological security of their academic identity

Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom

Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection

Landscape quality and brownfield regeneration: a community investigation approach inspired by landscape preference studies

Peer reviewe

Topological gravity on plumbed V-cobordisms

An ensemble of cosmological models based on generalized BF-theory is constructed where the role of vacuum (zero-level) coupling constants is played by topologically invariant rational intersection forms (cosmological-constant matrices) of 4-dimensional plumbed V-cobordisms which are interpreted as Euclidean spacetime regions. For these regions describing topology changes, the rational and integer intersection matrices are calculated. A relation is found between the hierarchy of certain elements of these matrices and the hierarchy of coupling constants of the universal (low-energy) interactions. PACS numbers: 0420G, 0240, 0460Comment: 29 page