Now showing items 41-60 of 1269

    • Breaking down boundaries? Exploring mutuality through art-making in an open studio mental health setting

      Lewis, Lydia; Spandler, Helen (Intellect Ltd, 2019-05-31)
      Community-based participatory arts projects have been shown to promote well-being and mental health recovery. One reason for this is because they provide opportunities for mutuality – connectedness to others and different kinds of sharing and reciprocity. Yet research into mental health arts projects has not focused on shared creative practice between participants/members and practitioners. This article reports on qualitative research in an arts and mental health organization employing an open studio approach in which art therapists made art alongside members. It explores the possibilities for, and tensions associated with, generating mutuality between studio managers and members through this approach. Conducted from a critically engaged, feminist sociological perspective, the study encompassed an analytical focus on power, especially gender relations. Findings are presented along three themes: (de)constructing and obscuring relational asymmetries; mutual acceptance and its limits; and maintaining, working with and challenging ‘boundaries’. Implications for applied arts and mental health practice are highlighted.
    • Supporting the mental health needs of young people: The spatial practices of school nurses

      Sherwin, Sarah (Emerald, 2019-01-31)
      Purpose The purpose of this paper is to raise awareness of an understanding of how school nurses work in multiple spaces, supporting young people in relation to promoting and protecting their emotional and mental health and wellbeing. It is argued that young people’s emotional health needs are still as prevalent today as they were over 150 years ago, when Charles Dickens wrote about them in the novel Nicholas Nickleby. Design/methodology/approach Soja’s (1996) typology of spatial practice is applied to school nursing practice in an attempt to explore how different types of space influence how support is given to young people. Findings Examples are provided from previous research (Sherwin, 2016) of how Soja’s theory of Firstspace, Secondspace and Thirdspace can be identified within school nurses’ practice, thereby providing an understanding of how school nurses provide support to young people on an everyday basis. It is proposed that in an addition Fourthspace also exists and a new conceptual model of spatial practice is proposed. Originality/value School nurses have the potential to make a significant impact on preventing and protecting young people’s mental health. They provide valuable support to young people to enable them to cope with the complexities of their lives, yet relatively little is known about their everyday practice as this is an under-reported area of nursing. A new conceptual model is proposed to help provide an understanding of their practice.
    • The role of subjective quality judgements in user preferences for mobile learning apps

      Uther, Maria; Ylinen, Sari (MDPI, 2018-12-24)
      This study investigated whether subjective quality judgements on sound and picture quality across three devices (iPhone, iPad, and iPad mini) affected user preferences for learning applications. We tested 20 native Finnish-speaking users trialing generic audio clips, video clips, and two kinds of learning apps that were heavily reliant on sound. It was found that there was a main effect of the device on perceived sound quality, replicating earlier findings. However, these judgements did not impact on the users’ preferences for different devices nor on their preferences for different applications. The results are interpreted as indicating that perceived quality and affordances are less important for users in these contexts than other considerations (e.g., convenience, mobility, etc.).
    • The postdigital challenge of redefining academic publishing from the margins

      Jandrić, Petar; Hayes, Sarah (Taylor and Francis, 2019-02-27)
      This paper explores relationships between knowledge production and academic publication and shows that the current political economy of mainstream academic publishing has resulted from a complex interplay between large academic publishers, academics, and hacker-activists. The process of publishing is a form of ‘social production’ that takes place across the economy, politics and culture, all of which are in turn accommodating both old and new technology in our postdigital age. Technologies such as software cannot be separated from human labour, academic centres cannot be looked at in isolation from their margins, and the necessity of transdisciplinary approaches does not imply the disappearance of traditional disciplines. In the postdigital age, the concept of the margins has not disappeared, but it has become somewhat marginal in its own right. We need to develop a new language of describing what we mean by ‘marginal voices’ in the social relations between knowledge production and academic publication. Universities require new strategies for cohabitation of, and collaboration between, various socio-technological actors, and new postdigital politics and practice of knowledge production and academic publishing.
    • Patients' experiences during the first 12 weeks after discharge in fast-track hip and knee arthroplasty - a qualitative study.

      Specht, Kirsten; Agerskov, Hanne; Kjaersgaard-Andersen, Per; Jester, Rebecca; Pedersen, Birthe D (Elseiver, 2018-08-24)
      Due to the shortened length of stay in fast-track total hip and knee arthroplasty, patients must at a very early stage following surgery take responsibility for their postoperative care and treatment. It is important to establish if this treatment modality of fast-track is not only cost-effective, but meets patients' expectations and needs. To explore the lived experience of patients in fast-track total hip and knee arthroplasty during the first 12 weeks after discharge. A phenomenological-hermeneutic approach was used inspired by Ricoeur's theory of narrative and interpretation. Data were collected through semi-structured interviews with 8 patients 2 and 12 weeks after discharge. Through the structural analysis 3 themes emerged: 1) Dealing with transition between hospital and home, 2) Pain and self-management of medication, 3) Challenges in rehabilitation.
    • Seeing more than human: autism and anthropomorphic theory of mind

      Atherton, Gray; Cross, Liam (Frontiers, 2018-04-17)
      Theory of mind (ToM) is defined as the process of taking another’s perspective. Anthropomorphism can be seen as the extension of ToM to non-human entities. This review examines the literature concerning ToM and anthropomorphism in relation to individuals with Autism Spectrum Disorder (ASD), specifically addressing the questions of how and why those on the spectrum both show an increased interest for anthropomorphism and may even show improved ToM abilities when judging the mental states of anthropomorphic characters. This review highlights that while individuals with ASD traditionally show deficits on a wide range of ToM tests, such as recognizing facial emotions, such ToM deficits may be ameliorated if the stimuli presented is cartoon or animal-like rather than in human form. Individuals with ASD show a greater interest in anthropomorphic characters and process the features of these characters using methods typically reserved for human stimuli. Personal accounts of individuals with ASD also suggest they may identify more closely with animals than other humans. It is shown how the social motivations hypothesized to underlie the anthropomorphizing of non-human targets may lead those on the spectrum to seek social connections and therefore gain ToM experience and expertise amongst unlikely sources.
    • Impacts of overweight and obesity in older age on the risk of dementia: A systematic literature review and a meta-analysis

      Danat, Isaac M.; Clifford, Angela; Partridge, Martin; Zhou, Weiju; Bakre, Aishat T.; Chen, Anthony; McFeeters, Danielle; Smith, Tina; Wan, Yuhui; Copeland, John (IOS press, 2019-01-21)
      Background: It is unclear whether overweight and obesity in older age reduces or increases the risk of incident dementia. Objective: To assess the impacts of overweight and obesity in older age on incident dementia. Methods: We searched cohort studies reporting body weight measured in older age and dementia through PubMed, Embase, Medline, PyschInfo, and Cochrane library until July 2016. Sixteen articles were identified for the review. We pooled data from them and a new unpublished study from China, to calculate relative risk (RR) of incident dementia in relation to body mass index (BMI) and waist circumference (WC). Results: All 16 cohort studies were undertaken in high income countries, with follow-up periods ranging between 3 to 18 years. Thirteen studies showed an inverse association between BMI and dementia, and three studies demonstrated a positive association. Pooled RR of dementia in relation to continuous BMI from 14 studied populations, including the new Chinese data was 0.97 (95% CI 0.95–1.00); in those with followed up <9 years was 0.95 (0.93–0.96) while in ≥9 years follow-up was 1.03 (0.96–1.11). In five studied populations examining categorical BMI, RR of dementia in older people classified as overweight and obese was 0.98 (0.54–1.77) and 1.17 (0.65–2.10) respectively, in comparison with other weights. The pooled WC data showed no association between increased WC and reduced risk of dementia. Conclusion: The current evidence did not support a paradox on beneficial impacts of overweight and obesity in older age on incident dementia. More studies with long term follow up are needed to clarify the association of body weight in older age with dementia risk.
    • Measurement Theory and Psychological Scaling

      Hinton, Daniel; Platt, Tracey (Routledge, 2018-12-07)
      Quantitative research in every branch of psychology involves the measurement of psychological constructs, and consumer psychology is no exception. The use of tools to measure psychological constructs is known as psychometrics. This chapter will outline the use of psychometric measures within consumer psychology and related fields – both in academic and practice settings – and discuss the theory underlying psychological measurement, before exploring the process by which these measures are developed by psychologists.
    • Transforming the relationship between staff and students to effect change

      Hassan, Iman; Hayes, Sarah (University of Greenwich, 2016-09-01)
      This opinion piece argues for the necessity of student-staff partnerships that go beyond the common rhetoric of ‘student engagement’, achieving a richer student and staff dialogue which results in more meaningful change in policy and practice. In particular, attention is drawn to the need for such partnerships when determining technology applications that are often missed out from, or treated in isolation from, the curriculum design process. This piece cites, as an example, a student-led taught day on the Post Graduate Diploma in Learning and Teaching at Aston University in July 2015. There was clear evidence that the staff participants designed their assessments with student partners in mind. It is therefore proposed that a partnership relationship offers an effective means of moving forward from common practices where technology simply replicates, or supplements, traditional activities.
    • A sphere of resonance for networked learning in the ‘non-places’ of our universities

      Hayes, Sarah (Sage, 2015-02-27)
      The logic of ‘time’ in modern capitalist society appears to be a fixed concept. Time dictates human activity with a regularity, which as long ago as 1944, George Woodcock referred to as The Tyranny of the Clock. Seventy years on, Hartmut Rosa suggests humans no longer maintain speed to achieve something new, but simply to preserve the status quo, in a ‘social acceleration’ that is lethal to democracy. Political engagement takes time we no longer have, as we rush between our virtual spaces and ‘non-places’ of higher education. I suggest it is time to confront the conspirators that, in partnership with the clock, accelerate our social engagements with technology in the context of learning. Through Critical Discourse Analysis I reveal an alarming situation if we do not. With reference to Bauman’s Liquid Modernity, I observe a ‘lightness’ in policy texts where humans have been ‘liquified’ Separating people from their own labour with technology in policy maintains the flow of speed a neoliberal economy demands. I suggest a new ‘solidity’ of human presence is required as we write about networked learning. ‘Writing ourselves back in’ requires a commitment to ‘be there’ in policy and provide arguments that decelerate the tyranny of time. I am, though, ever-mindful that social acceleration is also of our own making, and there is every possibility that we actually enjoy it.
    • Postdigital science and education

      Jandrić, Petar; Knox, Jeremy; Besley, Tina; Suoranta, Juha; Hayes, Sarah (Taylor and Francis, 2018-03-26)
      We are increasingly no longer in a world where digital technology and media is separate, virtual, ‘other’ to a ‘natural’ human and social life. This has inspired the emergence of a new concept—‘the postdigital’— which is slowly but surely gaining traction in a wide range of disciplines including but not limited to the arts (Bishop, Gansing, Parikka, & Wilk, 2017; Monoskop, 2018), music (Cascone, 2000), architecture (Spiller, 2009), humanities (Hall, 2013; Tabbi, in press), (social) sciences (Taffel, 2016), and in many inter-, trans-, and post-disciplines between them (Berry & Dieter, 2015). Through this research, the term postdigital is slowly entering academic discourse. The University of Edinburgh’s Center for Research in Digital Education is seriously considering rebranding toward the postdigital (Bayne & Jandrić, 2017, p. 204, see also Jandrić, 2017, p. 201); Coventry University recently established the Center for Postdigital Cultures (Coventry University, 2018); authors of this editorial are editors for the forthcoming journal Postdigital Science and Education1.
    • Identifying the optimal body shape and composition associated with strength outcomes in children and adolescent according to place of residence: an allometric approach

      Lovecchio, Nicola; Giuriato, Matteo; Zago, Matteo; Nevill, Alan M. (Routledge, 2019-01-29)
      The purpose of the study was to identify the optimal body shape and composition associated with physical fitness levels of children living in urban and rural areas of Italy. A total of 7102 children (11–14 years) were assessed for weight, height, percentage body fat (FM%), sit-and-reach flexibility (SAR), standing broad jump (SBJ) and sit-ups (SUP). A multiplicative allometric model, Y = a · massk1 · heightk2 ·ε, was used to predict the physical outcome variables Y = SBJ and SUP. The model was expanded to incorporate FM% and SAR as follows Y = a · massk1 · heightk2 · FM%k3 · exp(b· FM% + c· SAR) ·ε. Note that FM% was incorporated as a “gamma function” that allows an initial growth, and subsequent decline in Y as FM% increases in size. Although having an ectomorph body shape appears advantageous, being too thin appears detrimental to the strength outcomes. Being flexible would also benefit physical fitness levels. Finally, our results indicate that ursban children aged 11–14 have superior strength outcomes compared with rural children, having controlled for differences in body shape and composition, a finding that may be associated with rural environments having fewer exercise facilities compared with urban conurbations.
    • A conversation analysis of asking about disruptions in method of levels psychotherapy

      Cannon, Caitlyn; Meredith, Joanne; Speer, Susan; Mansell, Warren (Wiley, 2019-12-31)
      Background: Method of Levels (MOL) is a cognitive therapy with an emerging evidence base. It is grounded in Perceptual Control Theory and its transdiagnostic nature means techniques are widely applicable and not diagnosis-specific. This paper contributes to psychotherapy process research by investigating a key technique of MOL, asking about disruptions, and in doing so aims to explore how the technique works and aid the understanding of related techniques in other psychotherapies. Method: Conversation Analysis (CA) is applied to asking about disruptions in twelve real-life therapeutic interactions. Findings: Analyses explore how and when therapists ask about disruptions, with examples presented according to their degree of adherence to the MOL approach. The majority of identified instances project responses consistent with MOL aims; encouraging further talk, focused on the client’s problem, and with a shift to meta-level commentary. Also presented are examples of therapist and client influence on disruptions. Conclusion: The paper provides support for a number of MOL practices, with clinical implications and links to other psychotherapies highlighted.
    • The use of the categories Brexiter and Remainer in online comment threads

      Meredith, Joanne; Richardson, Emma (Wiley, 2019-01-22)
      In June 2016, the United Kingdom held a referendum on EU membership; 52% of those who voted, voted to leave, and 48% voted to remain. During the referendum campaign, two identities emerged: “Brexiter” and “Remainer,” which remained salient post‐referendum. This study explores how the categories of Brexiter and Remainer were deployed by posters online. Data comprise comment threads collected from four online newspapers both during the campaign and after the vote, which focus on the Brexit campaign promise: “We send £350m a week to the EU. Let's fund our NHS instead.” We draw on membership categorization analysis and discursive psychology to analyse when categories were made salient and what responses to the invocation of categories were. Analysis revealed that posters explicitly categorize the out‐group and in doing so implicitly define their group. Posters resisted other political identities when attributed to them in relation to the referendum. The analysis shows how Brexiter and Remainer are new, albeit contested, political categories and identities in their own right, with other political identities resisted when used. The paper highlights implications for the political system in the United Kingdom and for social divisions within U.K. society.
    • Radical actions to address UK organ shortage, enacting Iran’s paid donation programme: A discussion paper

      Timmins, Rebecca; Sque, Magi (Sage, 2019-02-21)
      Globally there is a shortage of organs available for transplant resulting in thousands of lives lost as a result. Last year in the United Kingdom (UK) 457 people died as a result of organ shortage1. NHS Blood and Transplant suggest national debates to test public attitudes to radical actions to increase organ donation should be considered in addressing organ shortage. The selling of organs for transplant in the UK is prohibited under the Human Tissue Act 2004. This discussion paper considers five ethical objections raised in the UK to paid donation, and discusses how these objections are managed within the only legal and regulated paid living unrelated renal donation programme in the world in Iran, where its kidney transplant list was eliminated within two years of its commencement. This paper discusses whether paid living unrelated donation in Iran increases riskier donations, and reduced altruistic donation as opponents of paid donation claim. The paper debates whether objections to paid donation based upon commodification arguments only oppose enabling financial ends, even if these ends enable beneficent acts. Discussions in relation to whether valid consent can be given by the donor will take place, and will also debate the objection that donors will be coerced and exploited by a paid model. This paper suggests that exploitation of the paid donor within the Iranian model exists within the legally permitted framework. However paid living kidney donation should be discussed further and other models of paid donation considered in the UK as a radical means of increasing donation.
    • The state of bereavement support in adult intensive care: A systematic review and narrative synthesis

      Efstathiou, Nikolaos; Walker, Wendy; Metcalfe, Alison; Vanderspank-Wright, Brandi (Elsevier, 2018-12-01)
      Purpose Despite advances in medical science, patient death and family bereavement are commonly encountered in adult intensive care units (ICUs). This is the first review to investigate the state of ICU bereavement support globally, and the availability and effectiveness of bereavement support interventions. Methods A systematic review and narrative synthesis. Medline, CINAHL Plus, PsycINFO, Web of Science, EMBASE were searched and inclusion/exclusion criteria were applied. Included studies were appraised using relevant appraisal tools. Results Fourteen papers formed the review; five of which were international surveys reporting variable bereavement practices and levels of support. A lack of training and resources were identified barriers. Nine papers reported the effectiveness of primarily discrete bereavement support interventions including: a personal memento, a handwritten condolence letter, a post-death meeting; storytelling, research participation, use of an ICU diary. One study evaluated a bereavement follow-up program. Generally, all identified interventions were well accepted by bereaved families. Conclusions The reviewed evidence was weak, and findings were contextually bound. As such, it is difficult to make recommendations for the most acceptable and effective bereavement support intervention(s). Bereavement support in ICU needs further exploration and clinicians must be adequately trained and supported for the delivery of evidence-informed, culturally competent care.
    • Lived experiences of undergraduate Physical Education students studying gymnastics and dance education

      Ward, Gavin; Scott, David (Taylor and Francis, 2019-01-21)
      The focus of this study was to understand undergraduate students’ experiences of gymnastics and dance education within the scrutiny of modular learning in Higher Education. A phenomenological position was adopted in order to understand the wholeness of students’ experiences whereby identities are constituted through their lived lives. This allowed us to understand the students’ identities as relational to the learning and assessment context and their lives within and beyond the university. Open-ended interviews were conducted with a purposive sample of students who consented to share their experiences. Data were analysed using Merleau-Ponty’s theorising of identity as an embodied cohesion or habit between pre-personal and personal existence. This is revealed through opaqueness and transparencies of consciousness which in this study were revealed through the seven identities of the participants; Negotiating and surviving White space, Strategic masculine competitor, Seeking reassurance, Racially strategic to be unique, Seeking dependence to achieve, Strategically insular and Willing explorer. These identities help to shed light on the tensions Higher Education students may experience when confronted with new learning situations in which they are to be assessed. We concluded that getting to know students, and the opacities and transparencies of their identities, could be of great value in shaping their be-ing as students. In striving to understand the habitual behaviours of students, it is possible to understand how the subject-matter being taught might be received by students within the wider context of their be-ing-in-the-world.
    • Learning, technologies, and time in the age of global neoliberal capitalism

      Hayes, Sarah; Jandrić, Petar (Addleton Academic Publishers, 2017-03-22)
      Though diverse in nature, the articles in this collection discuss both socio-cultural and temporal transformations linked to technology and learning and can be classified into three broad themes. The first theme is interested in temporal experiences within time and learning; the second theme is about practical implementations of these concerns, and the third theme inquires into relationships between our understanding of time and human nature. In many articles, the boundaries between these themes are blurred and fluid. Yet, this general classification does indicate the present state of the art in studies of time, technology and education.
    • Innovative teaching and learning in Higher Education

      Branch, John; Hayes, Sarah; Hørsted, Anne; Nygaard, Claus (Libri, 2017-02-01)
      This latest volume in the Learning in Higher Education series, Innovative Teaching and Learning in Higher Education, brings together examples of teaching and learning innovations, within the domain of higher education. The anthology is diverse in nature and showcases concrete examples of innovative teaching and learning practices in higher education from around the world. The contributions come from all scientific disciplines and in all teaching and learning contexts. The twenty-seven inspiring examples in this volume show considerable diversity in their approaches to teaching and learning practices; at the same time they improve both student engagement and student learning outcomes. All the authors argue that their innovative approach has helped students to learn differently, better, and more. For those involved in higher education, there is a lot to be gained from reading these narrative accounts of innovative teaching and learning.
    • The labour of words in Higher Education is it time to reoccupy policy?

      Hayes, Sarah (Brill, 2019-01-28)
      As Higher Education has come to be valued for its direct contribution to the global economy, university policy discourse has reinforced this rationale. In The Labour of Words in Higher Education: Is it Time to Reoccupy Policy? two globes are depicted. One is a beautiful, but complete artefact, that markets a UK university. The second sits on a European city street and is continually inscribed with the markings of passers-by. A distinction is drawn between the rhetoric of university McPolicy, as a discourse that appears to no longer require input from humans, and a more authentic approach to writing policy, that acknowledges the academic labour of staff and students, in effecting change. Inspired by the work of George Ritzer on the McDonaldisation of Society, the term McPolicy is adopted by the author, to describe a rational method of writing policy, now widespread across UK universities. Recent strategies on ‘the student experience’, ‘technology enhanced learning’, ‘student engagement’ and ‘employability’ are explored through a corpus-based Critical Discourse Analysis (CDA). Findings are humourously compared to the marketing of consumer goods, where commodities like cars are invested with human qualities, such as ‘ambition’. Similarly, McPolicy credits non-human strategies, technologies and a range of socially constructed buzz phrases, with the human qualities and labour activities that would normally be enacted by staff and students. This book is written for anyone with an interest in the future of universities. It concludes with suggestions of ways we might all reoccupy McPolicy.