Welcome to WIRE

(Wolverhampton Intellectual Repository and E-Theses)

WIRE is an open access repository for the research publications and other outputs from postgraduate students and staff at the University of Wolverhampton.

Wolverhampton staff: to deposit your publication to WIRE, go to: https://www.wlv.ac.uk/lib/research/wire/

Use the search box above or the browse function on the left to discover publications from the research community at the University of Wolverhampton.

University students and staff can also search WIRE using LibrarySearch

For further information or help, contact the Scholarly Communications Team at wire@wlv.ac.uk

 

  • Engaging with UK Chinese communities about dementia

    LIM, Jennifer NW; Faculty of Education, Health and Wellbeing, University of Wolverhampton, Wolverhampton, UK (Hawker Publications Ltd., 2023-10-01)
    Talking about “brain health” rather than “cognitive deterioration” may be a better way to initiate conversations about dementia in communities where the terms used to describe dementia are highly stigmatising. Jennifer Lim describes how she implemented the Chinese Think Brain Health Project to increase understanding of dementia and brain health among Chinese communities in the UK.
  • Investigation and causes of spontaneous (non-diabetic) hypoglycaemia in adults: pitfalls to avoid

    Elghobashy, Maiar; Gama, Rousseau; Ainuddin Sulaiman, Raashda; School of Medicine and Clinical Practice, Wolverhampton University, Wolverhampton WV1 1LY, UK; Clinical Chemistry, Black Country Pathology Services, Royal Wolverhampton Trust, Wolverhampton WV10 0QP, UK. (MDPI AG, 2023-10-22)
    Although adult spontaneous (non-diabetic) hypoglycaemia is rare, its recognition is important for the preventative or curative treatment of the underlying cause. Establishing Whipple’s triad—low blood glucose, neuroglycopaenia and resolution of neuroglycopaenia on increasing blood glucose levels to normal or above—is essential to verify hypoglycaemia. Awareness that hypoglycaemia may occur in severely ill patients is important for its prevention. Further investigation in such cases is unnecessary unless another cause of hypoglycaemia is suspected. Patients are often asymptomatic and normoglycaemic at review. Their history of medication, self-medication, access to hypoglycaemic drugs, alcohol use and comorbidity may provide aetiological clues. The investigation involves obtaining blood samples during symptoms for laboratory glucose measurement or provoking fasting or postprandial hypoglycaemia as directed by symptoms. If confirmed, insulin, c-peptide, proinsulin and beta-hydroxybutyrate are analysed in hypoglycaemic samples. These will classify hypoglycaemia due to non-ketotic hyperinsulinaemia, non-ketotic hypoinsulinaemia and ketotic hypoinsulinaemia, and direct investigations to identify the underlying cause. There are, however, many pitfalls that may mislabel healthy individuals as “hypoglycaemic” or misdiagnose treatable or preventable causes of spontaneous hypoglycaemia. Clinical acumen and appropriate investigations will mostly identify hypoglycaemia and its cause.
  • Innovation from necessity: digital technologies, teacher development and reciprocity with organisational innovation

    Scott, Howard; Smith, Matt (Taylor & Francis, 2024-01-21)
    This paper outlines how digital technologies support innovation in teaching and learning the English language across Palestinian Higher Education Institutes. A European project collaborated to build staff capacity in knowledge and skills, shown here through the redesign of curricula, pedagogical training, the design and implementation of interactive textbooks, the creation of language labs, helping to develop expertise in creating and utilising Open Educational Resources (OER) and significantly, the development of individual agency as a form of OER. In this paper, we draw on three years of data to present a model for teacher innovation showing how digital innovation is firstly personal at a practitioner level and shaped by need, before becoming driven by collaboration at an organisational level with like-minded colleagues. Shared practice at this level can lead to community discourse through practitioner networks, which in turn can lead to dialogue initiating instances of organisational change. This resonates with literature which shows innovation has three outcomes: originality (practitioner-based agency); scale (going beyond the site of creation) and value (how this produces benefits for others). We perceive that the resulting capacity-building extends beyond the redesign of curricula mentioned to professional enrichment, collegiality through cascading innovation to other areas, and enhanced practitioner agency.
  • “Our identity is our dignity”: digital transformations: Palestinian aspirations, idealism, reality and pragmatism

    Scott, Howard; Ujvari, Montaser Motia; Smith, Matt (UNISA Press, 2024-03-15)
    This article reports on a collaborative project for the digital innovation of language teaching in Palestine, and it argues for the necessity of mobile learning to circumvent disruption created by the Israeli occupation causing challenges that result in marginalisation and disenfranchisement of opportunity. This partly occurs through the oppression of a sovereign curriculum that supports Palestinian self-determination. This oppression is against both the United Nations Development Goals protected rights for education and the Palestinian Ministry’s vision for a society with an education sector that embraces the use of technology to invigorate the value of its culture, produce knowledge and promote emancipation. The article proposes the integration of digital technologies with student-centred learning to enhance and support transformation through three main elements: 1. Digital competence to develop confidence and agency in teachers; 2. Continuous teacher learning to develop autonomy and collaboration within organisations; 3. Problem-solving competencies, which can result in continuous improvement loops and local solutions to barriers. This article will resonate with those recognising the need for critical theory to challenge policy and practice where it deepens disadvantage. It draws upon the voices of 20 teachers from four higher education institutions in Palestine, who reflect on the barriers to innovation and a reclaiming of educational terrain.

View more