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2. Improving Undergraduate Astronomy Students' Skills with Research Literature via Accessible Summaries: A Case Study with Astrobites-based Lesson Plans

Author

Lewis, Briley L., Waggoner, Abygail R., Clarke, Emma, Crisp, Alison L., Dodici, Mark, Doskoch, Graham M., Foley, Michael M., Golant, Ryan, Gozman, Katya, Hegde, Sahil, Huston, Macy J., Law, Charles J., Lefever, Roel R., Mishra, Ishan, Popinchalk, Mark, Sagynbayeva, Sabina, Yan, Wei, Dixie, Kaitlin L. Ingraham, and Supriya, K.

Subjects
Physics - Physics Education, Astrophysics - Instrumentation and Methods for Astrophysics
Abstract

Undergraduate physics and astronomy students are expected to engage with scientific literature as they begin their research careers, but reading comprehension skills are rarely explicitly taught in major courses. We seek to determine the efficacy of lesson plans designed to improve undergraduate astronomy (or related) majors' perceived ability to engage with research literature by using accessible summaries of current research written by experts in the field. During the 2022-2023 academic year, twelve faculty members incorporated lesson plans using accessible summaries from Astrobites into their undergraduate astronomy major courses, surveyed their students before and after the activities, and participated in follow-up interviews with our research team. Quantitative and qualitative survey data clearly show that students' perceptions of their abilities with jargon, identifying main takeaways of a paper, conceptual understanding of physics and astronomy, and communicating scientific results all improved with use of the tested lesson plans. Additionally, students show evidence of increased confidence of their abilities within astronomy after exposure to these lessons, and instructors valued a ready-to-use resource to incorporate reading comprehension in their pedagogy. This case study with Astrobites-based lesson plans suggests that incorporating current research in the undergraduate classroom through accessible literature summaries may increase students' confidence and ability to engage with research literature, as well as their preparation for participation in research and applied careers., Comment: Submitted to PRPER

Published
2023

3. Relic Gravitational Waves from the Chiral Plasma Instability in the Standard Cosmological Model

Author

Brandenburg, Axel, Clarke, Emma, Kahniashvili, Tina, Long, Andrew J., and Sun, Guotong

Subjects
Astrophysics - Cosmology and Nongalactic Astrophysics, General Relativity and Quantum Cosmology, High Energy Physics - Phenomenology
Abstract

In the primordial plasma, at temperatures above the scale of electroweak symmetry breaking, the presence of chiral asymmetries is expected to induce the development of helical hypermagnetic fields through the phenomenon of chiral plasma instability. It results in magnetohydrodynamic turbulence due to the high conductivity and low viscosity and sources gravitational waves that survive in the universe today as a stochastic polarized gravitational wave background. In this article, we show that this scenario only relies on Standard Model physics, and therefore the observable signatures, namely the relic magnetic field and gravitational background, are linked to a single parameter controlling the initial chiral asymmetry. We estimate the magnetic field and gravitational wave spectra, and validate these estimates with 3D numerical simulations., Comment: 8 pages, 4 figures, 1 table; v2 updated to match published version, results unchanged and PRD accepted; v3: fixed broken reference link

Published
2023
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5. The Experiences of Newly Qualified Teachers in 2020 and What We Can Learn for Future Cohorts

Author

Quickfall, Aimee, Wood, Philip, and Clarke, Emma

Abstract

Those training to become teachers in England during the 2019/20 academic year were severely impacted by the first national lockdown due to the COVID-19 pandemic, with many missing school placements, giving them less time to build experience and confidence before becoming newly qualified teachers (NQTs). Their first year of teaching was also severely impacted by the pandemic. As part of a British Academy-funded project, we collected data from 2020/1 NQTs in England through their first year of teaching. This article focuses on the qualitative data from seven participants, utilising online interviews to understand the challenges and opportunities they faced within the sector during the pandemic. Our findings, while drawing on small-scale data, provide insights into how schools and training providers can support trainees in healthier times, and include the importance of relationships within school, support given by school leaders and the need to acknowledge the challenges of beginning a professional career. These findings may also be useful in future disruptive events for early teacher education.

Published
2022

7. Diagnostic disclosure in Turner Syndrome : a qualitative exploration of the experiences and needs of individuals living with Turner Syndrome and family members

Author

Clarke, Emma Louise

Abstract

Background: Approximately 7,000 genetic conditions affect 1-2% of the UK population. Studies on the biological causes abound in the literature, whereas research on the psychosocial impact remains scarce. Diagnostic disclosure has been gaining attention due to the significant impact it can have on those affected by genetic conditions. This thesis focuses on the diagnostic disclosure of genetic conditions and places a particular focus on Turner Syndrome (TS), which affects approximately 1 in 2,500 live female births. The author of this thesis is an individual living with TS and carried a special interest in exploring this area topic. Aims and objectives: First, we aimed to map current knowledge on experiences of diagnostic disclosure of genetic conditions, from the perspectives of those affected by diagnosis. We focused broadly on genetic conditions due to the significant paucity of studies in TS. Second, we aimed to explore the experiences and needs of individuals living with TS and their parents around diagnostic disclosure. The final aim of the study was to provide recommendations for future researchers by critically reflecting on lessons learnt from conducting a study on a condition of which the author has lived experience. Methods: A mapping review was conducted through a systematic search for peer-reviewed studies in 6 electronic databases. Semi-structured interviews were then carried out with 16 individuals living with TS and 8 parents. Data were transcribed verbatim and analysed using inductive thematic analysis. Finally, the author provided critical reflections on her role as a researcher with lived experience of TS and how this may have influenced the research processes of the original study. Emphasis was placed on the author's positionality, prior knowledge and experience of disclosure, and the emotional impact of studying her own condition. Results: Findings from 12 studies included in the mapping review showed that openness and gradual information sharing facilitated disclosure and adapting to living with a genetic condition. Collaborative approaches between healthcare professionals and service recipients enabled positive experiences of disclosure, while fear of stigma acted as a barrier. Analysis of interviews yielded 3 major themes representing participants' experiences and needs: 'Guardianship of disclosure', 'Coping with infertility' and 'Awareness of Turner Syndrome and its impact'. Individuals with TS preferred to learn about the diagnosis and take ownership of disclosure early on. Fear of the impact of infertility prevented parents from disclosing the diagnosis to their children. Strengths-based approaches may prevent stigma and enable those affected to receive empowering advice and support. The author's reflections indicate that the 'total insider' position may need to be negotiated with participants before being established. Reflexivity and PPI input are necessary to ensure rigor and representativeness of findings. Pastoral and peer support may facilitate maintaining the researchers' emotional wellbeing when conducting research into one's own condition. Conclusions: Our findings provide novel insights into the condition-specific context of TS diagnostic disclosure and can inform recommendations for healthcare professionals and third-sector organisations. The lessons learnt can be useful for researchers conducting qualitative research in a condition of which they have lived experience.

Published
2023

8. Crossing the Line: Constructs of TA Identity

Author

Geeson, Rebecca and Clarke, Emma

Abstract

This paper considers issues around identity for teaching assistants (TAs) in mainstream English primary schools. We discuss the concomitant problems TAs experience around role definition and role-creep as well as the challenges inherent in equivocally defining their evolving and flexible role. We used key themes drawn from the literature considered to suggest that professional identity is broadly socially, relationally and contextually dependent, changeable and multifaceted. We then explore how these terms relate to the work and roles TAs undertake in school. The paper concludes with recommendations for schools to support the development of a contextually relevant identity for TAs so the flexibility in their role can be advantageous for TAs, teachers and children.

Published
2023
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10. Big Bang Nucleosynthesis Limits and Relic Gravitational Waves Detection Prospects

Author

Kahniashvili, Tina, Clarke, Emma, Stepp, Jonathan, and Brandenburg, Axel

Subjects
Astrophysics - Cosmology and Nongalactic Astrophysics, General Relativity and Quantum Cosmology, High Energy Physics - Phenomenology
Abstract

We revisit the big bang nucleosynthesis (BBN) limits on primordial magnetic fields and/or turbulent motions accounting for the decaying nature of turbulent sources between the time of generation and BBN. This leads to larger estimates for the gravitational wave (GW) signal than previously expected. We address the detection prospects through space-based interferometers (for GWs generated around the electroweak energy scale) as well as pulsar timing arrays and astrometric missions (for GWs generated around the quantum chromodynamics energy scale)., Comment: 9 pages; 6 figures; discussions and references added; typos fixed; conclusions unchanged

Published
2021
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11. Averting the Crisis in Trainee Teacher Well-Being -- Learning Lessons across European Contexts: A Comparative Study

Author

Thompson, Shaun, Clarke, Emma, Quickfall, Aimee, and Glazzard, Jonathan

Abstract

Teacher well-being is frequently high-lighted as a significant contributor to poor retention rates. Whilst there remains a focus on the well-being of serving teachers and pupils, there is a paucity of research directly focusing on the well-being of trainee teachers. This pilot study sought to compare the experiences of trainee teachers from three European countries, in an attempt to identify the resources and challenges faced by teachers during their training. Through the use of interviews and visual approaches, key factors, which appeared to influence trainee teachers' well-being, were identified. Through shifting the focus of training onto the development of communities of practice, the development of interpersonal skills, and supporting the development of strong relationships, it is hoped that Initial Teacher Training (ITT) programmes in England can draw on some best practice from other European contexts to better support trainee teachers' well-being.

Published
2020

12. Factors influencing independent prescribing by physiotherapists and pharmacists

Author

Graham-Clarke, Emma Marjorie

Subjects
RS Pharmacy and materia medica
Abstract

This thesis presents the results of an original research programme that set out to investigate the factors influencing the uptake and utilisation of independent non-medical prescribing by pharmacists and physiotherapists, and to determine if these factors affect both pharmacist and physiotherapist prescribers similarly or if there are differences. For the first time a systematic policy review has been conducted bringing together UK non-medical prescribing (NMP) policy documents. This review identifies the changing role for NMP, from improving access to medicines for patients to streamlining care by reducing duplication and ensuring that patients have access to the most appropriate person. In addition, the systematic policy review highlighted the impact that changes in government, and reorganisation of the NHS, had in delaying legislation and reducing policy document publication. The policy review was followed by an exploration of the factors influencing the uptake and utilisation of NMP, employing three standalone and sequential research methods; systematic literature review and thematic synthesis, consensus technique and focus groups. The systematic review was the first to investigate and synthesise the literature regarding barriers and facilitators to NMP. The identified papers pertained to research mainly with nurse independent non-medical prescribers (INMP), with limited representation from pharmacist INMPs but none from any other NMP profession. A consensus technique, Delphi, was used to investigate barriers and facilitators experienced by pharmacist and physiotherapist INMPs (the latter a newer, and relatively unexamined, NMP profession) to identify perceived similarities and differences between them. The two professions were chosen because they were similar in size, and range of practice areas, but differed in the length of time since each profession gained prescribing rights. Focus group methodology then used the lived experiences of pharmacist and physiotherapist prescribers to understand how prescribers perceived the impact of outside influences on their practice. The importance of this thesis is it defines two important themes influencing the utilisation of NMP. The first links to medical professionals and the wider clinical team, highlighting how support from the team enables successful NMP implementation. The second theme links to the INMP's role, which defined the knowledge they required, and thereby instilled confidence. The research identified the factors influencing NMP, which could be a barrier or a facilitator depending on circumstances, and their frequent interdependence. The Delphi and the focus groups described the experiences of the two professions, identifying differences between them, thus indicating that not all the identified factors affected each profession similarly. Healthcare in the UK is evolving dramatically in response to workforce shortages, and this research has identified the role NMP now plays in healthcare provision to support continuing patient care. For the first time, not only have the factors that influence the utilisation of NMP been identified, and their frequent interdependence, but that they do not affect pharmacist and physiotherapist INMPs similarly. It cannot therefore be assumed that the factors influencing NMP apply equally to all NMP professions, and this should be recognised as NMP is expanded to other professions, such that mitigating strategies can be adopted. Likewise these factors should be considered when developing new NMP roles.

Published
2022

15. Can we observe the QCD phase transition-generated gravitational waves through pulsar timing arrays?

Author

Brandenburg, Axel, Clarke, Emma, He, Yutong, and Kahniashvili, Tina

Subjects
Astrophysics - Cosmology and Nongalactic Astrophysics, High Energy Physics - Phenomenology, Physics - Fluid Dynamics
Abstract

We perform numerical simulations of gravitational waves (GWs) induced by hydrodynamic and hydromagnetic turbulent sources that might have been present at cosmological quantum chromodynamic (QCD) phase transitions. For turbulent energies of about 4% of the radiation energy density, the typical scale of such motions may have been a sizable fraction of the Hubble scale at that time. The resulting GWs are found to have an energy fraction of about $10^{-9}$ of the critical energy density in the nHz range today and may already have been observed by the NANOGrav collaboration. This is further made possible by our findings of shallower spectra proportional to the square root of the frequency for nonhelical hydromagnetic turbulence. This implies more power at low frequencies than for the steeper spectra previously anticipated. The behavior toward higher frequencies depends strongly on the nature of the turbulence. For vortical hydrodynamic and hydromagnetic turbulence, there is a sharp drop of spectral GW energy by up to five orders of magnitude in the presence of helicity, and somewhat less in the absence of helicity. For acoustic hydrodynamic turbulence, the sharp drop is replaced by a power law decay, albeit with a rather steep slope. Our study supports earlier findings of a quadratic scaling of the GW energy with the magnetic energy of the turbulence and inverse quadratic scaling with the peak frequency, which leads to larger GW energies under QCD conditions., Comment: 14 pages, 8 figures, 3 tables; page numbers, figure captions, references updated and added; discussions expanded; results unchanged and PRD accepted

Published
2021
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16. International Analgesia and Sedation Weaning and Withdrawal Practices in Critically Ill Adults: The Adult Iatrogenic Withdrawal Study in the ICU*

Author

Bolesta, Scott, Burry, Lisa, Perreault, Marc M., Gélinas, Céline, Smith, Kathryn E., Eadie, Rebekah, Carini, Federico C., Saltarelli, Katrianna, Mitchell, Jennifer, Harpel, Jamie, Stewart, Ryan, Riker, Richard R., Fraser, Gilles L., Erstad, Brian L., Alcántara, Sara, Aldardeer, Namareq, Alhammad, Abdullah, Almohaish, Sulaiman, Ammar, Mahmoud, Arroyo-Novoa, Carmen Mabel, Awassi, Don-Kelena, Badano, Mariana, Badman, Belinda, Barnes, Sanchia, Bertozzi, Matias, Botros, Shady, Brophy, Gretchen, Brown, Caitlin, Brown, Glen, Buckley, Mitchell, Burgess, Sarah, Campbell, Joshua, Carothers, Chancey, Celario, Patricio, Chambers, Lauren, Chanques, Gérald, Contreras, Sofia, d’Hebron, Vall, Cortes, Jennifer, Cozzi, Gabrielle, Cucci, Michaelia, Cunto, Eleonora, Dao, Denis, Defayette, Aubrey, Dey, Alexandra, Diaz, Anatilde, Dixit, Deepali, Dube, Jean-Noel, Duceppe, Marc-Alexandre, Dzierba, Amy, Farrell, Odran, Ferranti, Pietro, Flannery, Alexander, Fontaine, Gabriel, Forehand, Christy, Nelson, Nydia Funes, Gillet, Manon, Gonzalez, Gustavo Nicolas, Graham-Clarke, Emma, Green, Sarah, Groth, Christine, Hamid, Hytham, Hamilton, Leslie, Hanley, Joanne, Jackson, Jessica, Johnston, Jackie, Kanji, Salmaan, Katzman, Sam, Kenes, Michael, Kinney, Justin, Kohler, Claire, Kovacic, Nicole, Kuroski, Julia, Landolf, Kaitlin, Laotheerachao, Rosalynn, Largana, Samuel, Lebrun, Genevieve, Leonardo, Kate, Levins, Elizabeth, Lewis-Wolfson, Temeka, Mailman, Jonathan, Man, Anna, Mandich, Veronica, McCullagh, Iain, McDonald, Jill, Gil, Antonella Milano, Ng, Wing Sum (Winny), Nguyen, Hang, O’Hare, Madeline, saleh, Jesus eduardo Ochoa, Oswald, Christopher, Patanwala, Asad, Payen, Jean-Francois, Phan, Brian, Radosevich, John, Reiter, Tamara, Remmington, Christopher, Reyes, Viviana, Roberts, Russel, Sagardia, Judith, Sall, Jas, Sanchez, Diego, Shoulders, Bethany, Sneyers, Barbara, Thiboutot, Zoe, Thompson, Melissa, Timmins, Alan, Tolosa, Carina Fernanda, Tolosa, Carina, Junin, Sanatorio, Torres, Valentin Gabriel, Tran, Sandy, Trinh, Thu Ha, Tynan, Sinead, Vu, Lan, Wilson, Franki, Cook, Aaron, Ciolek, Alana, Haines, Aleina, Rodriguez, Alejandra, Cheung, Alexandra, Leong, Amanda, Nisnik, Ana Laura, Mancilla, Ana Maria, Rinehimer, Brandon, Sloan, Brett, Bissell, Brittany, Kulilg, Caitlin, Coombe, Cassandra, Dominguez, Cecilia, Wampole, Chelsea, Rodriguez de la Quintana, Cristhian, Mulodjanov, Darina, Tsoller, Darina, Bowen, David, Gagnon, David, Purkayastha, Debanjali, Ali, Dina, Saidahmed, Elfayadh, Lewandowski, Emily, Schranz, Emily, MacNeil, Erin, Hanks, Fraser, Kassab, Hager, Brokmeier, Hannah, Kaur, Jaspreet, Huntress, Jeff, Clark, Jenna, Falvey, Jennifer, De Giacomo, Jessica, Smith, Jonathan, Ibarzabal, Juan, Niland, Judith, Muir, Justin, Gosek, Kasia, Maynard, Kaylee, Kooda, Kirstin, Pandya, Komal, Kaupp, Kristin, Ebitt, Laura, Bordon, Lucas, Chiscano, Lusi, Sosa, Manuel, Cosep, Marc, Lobo, Marcelo, Monte, Marco Flores, Sandler, Melissa, Bastin, Melissa Thompson, Armahizer, Michael, Wang, Michelle, Eshaghian, Miriam, Rizwan, Mohammad, Patel, Mona, Pistillo, Nestor, Harris, Nicole, Torella, Pau, Phongsamran, Paula, Woo, Priscilla, Garcia, Rhiannon, Sabelli, Rosana Gregori, Grant, Ryan, Delibert, Samantha, Parli, Sara, Wilson, Sharon, Yeung, Siu Yan Amy, Putruele, Sofia, Rappaport, Stephen, Welch, Susan, Moitra, Vivek, and Chediack, Viviana

Published
2023
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17. Thrombotic and hemorrhagic complications of COVID-19 in adults hospitalized in high-income countries compared with those in adults hospitalized in low- and middle-income countries in an international registry

Author

Abdukahil, Sheryl Ann, Abdulkadir, Nurul Najmee, Abe, Ryuzo, Abel, Laurent, Abrous, Amal, Absil, Lara, Acker, Andrew, Adam, Elisabeth, Adrião, Diana, Al Ageel, Saleh, Ahmed, Shakeel, Ainscough, Kate, Aisa, Tharwat, Hssain, Ali Ait, Tamlihat, Younes Ait, Akimoto, Takako, Akmal, Ernita, Akwani, Chika, Al Qasim, Eman, Alalqam, Razi, Alberti, Angela, Al-dabbous, Tala, Alegesan, Senthilkumar, Alessi, Marta, Alex, Beatrice, Alexandre, Kévin, Al-Fares, Abdulrahman, Alfoudri, Huda, Ali, Imran, Alidjnou, Kazali Enagnon, Aliudin, Jeffrey, Alkhafajee, Qabas, Allavena, Clotilde, Allou, Nathalie, Alves, João, Alves, Rita, Alves, João Melo, Cabrita, Joana Alves, Amaral, Maria, Amira, Nur, Ampaw, Phoebe, Andini, Roberto, Andréjak, Claire, Angheben, Andrea, Angoulvant, François, Ansart, Séverine, Anthonidass, Sivanesen, Antonelli, Massimo, de Brito, Carlos Alexandre Antunes, Apriyana, Ardiyan, Arabi, Yaseen, Aragao, Irene, Arancibia, Francisco, Araujo, Carolline, Arcadipane, Antonio, Archambault, Patrick, Arenz, Lukas, Arlet, Jean-Benoît, Arnold-Day, Christel, Arora, Lovkesh, Arora, Rakesh, Artaud-Macari, Elise, Aryal, Diptesh, Asensio, Angel, Ashraf, Muhammad, Assie, Jean Baptiste, Asyraf, Amirul, Atif, Minahel, Atique, Anika, Auchabie, Johann, Aumaitre, Hugues, Auvet, Adrien, Azemar, Laurène, Azoulay, Cecile, Bach, Benjamin, Bachelet, Delphine, Badr, Claudine, Baig, Nadia, Baillie, J. Kenneth, Bak, Erica, Bakakos, Agamemnon, Bakar, Nazreen Abu, Bal, Andriy, Balakrishnan, Mohanaprasanth, Balan, Valeria, Bani-Sadr, Firouzé, Barbalho, Renata, Barbosa, Nicholas Yuri, Barclay, Wendy S., Barnett, Saef Umar, Barnikel, Michaela, Barrasa, Helena, Barrelet, Audrey, Barrigoto, Cleide, Bartoli, Marie, Baruch, Joaquín, Basmaci, Romain, Basri, Muhammad Fadhli Hassin, Battaglini, Denise, Bauer, Jules, Rincon, Diego Fernando Bautista, Beane, Abigail, Bedossa, Alexandra, Hong Bee, Ker, Begum, Husna, Behilill, Sylvie, Beishuizen, Albertus, Beljantsev, Aleksandr, Bellemare, David, Beltrame, Anna, Beltrão, Beatriz Amorim, Beluze, Marine, Benech, Nicolas, Benjiman, Lionel Eric, Benkerrou, Dehbia, Bennett, Suzanne, Benny, Binny, Bento, Luís, Berdal, Jan-Erik, Bergeaud, Delphine, Bergin, Hazel, Sobrino, José Luis Bernal, Bertoli, Giulia, Bertolino, Lorenzo, Bessis, Simon, Bevilcaqua, Sybille, Bezulier, Karine, Bhatt, Amar, Bhavsar, Krishna, Bianco, Claudia, Bidin, Farah Nadiah, Singh, Moirangthem Bikram, Humaid, Felwa Bin, Kamarudin, Mohd Nazlin Bin, Bisoffi, Zeno, Bissuel, François, Bitker, Laurent, Bitton, Jonathan, Blanco-Schweizer, Pablo, Blier, Catherine, Bloos, Frank, Blot, Mathieu, Blumberg, Lucille, Boccia, Filomena, Bodenes, Laetitia, Bogaert, Debby, Boivin, Anne-Hélène, Bolaños, Isabela, Bolze, Pierre-Adrien, Bompart, François, Borges, Diogo, Borie, Raphaël, Bosse, Hans Martin, Botelho-Nevers, Elisabeth, Bouadma, Lila, Bouchaud, Olivier, Bouchez, Sabelline, Bouhmani, Dounia, Bouhour, Damien, Bouiller, Kévin, Bouillet, Laurence, Bouisse, Camile, Boureau, Anne-Sophie, Bourke, John, Bouscambert, Maude, Bousquet, Aurore, Bouziotis, Jason, Boxma, Bianca, Boyer-Besseyre, Marielle, Boylan, Maria, Bozza, Fernando Augusto, Braconnier, Axelle, Braga, Cynthia, Brandenburger, Timo, Monteiro, Filipa Brás, Brazzi, Luca, Breen, Patrick, Breen, Dorothy, Brewster, David, Brickell, Kathy, Browne, Shaunagh, Browne, Alex, Brozzi, Nicolas, Brusse-Keizer, Marjolein, Bryda, Petra, Buchtele, Nina, Buisson, Marielle, Burhan, Erlina, Burrell, Aidan, Bustos, Ingrid G., Cabie, André, Cabral, Susana, Caceres, Eder, Cadoz, Cyril, Garcês, Rui Caetano, Calligy, Kate, Calvache, Jose Andres, Camões, João, Campana, Valentine, Campbell, Paul, Campisi, Josie, Canepa, Cecilia, Cantero, Mireia, Caraux-Paz, Pauline, Cárcel, Sheila, Cardellino, Chiara Simona, Cardoso, Sofia, Cardoso, Filipe, Cardoso, Filipa, Cardoso, Nelson, Carelli, Simone, Carlier, Nicolas, Carmoi, Thierry, Carney, Gayle, Carqueja, Inês, Carret, Marie-Christine, Carrier, François Martin, Carroll, Ida, Carson, Gail, Casanova, Maire-Laure, Cascão, Mariana, Casey, Siobhan, Casimiro, José, Cassandra, Bailey, Castañeda, Silvia, Castanheira, Nidyanara, Castor-Alexandre, Guylaine, Castro, Ivo, Catarino, Ana, Catherine, François-Xavier, Cattaneo, Paolo, Cavalin, Roberta, Cavayas, Alexandros, Cervantes-Gonzalez, Minerva, Chair, Anissa, Chakveatze, Catherine, Chan, Adrienne, Chand, Meera, Chantalat Auger, Christelle, Chapplain, Jean-Marc, Charpentier, Charlotte, Chas, Julie, Chávez Iñiguez, Jonathan Samuel, Chen, Anjellica, Chen, Yih-Sharng, Chenard, Léo, Cheng, Matthew Pellan, Cheret, Antoine, Chiarabini, Thibault, Chica, Julian, Chidambaram, Suresh Kumar, Chin Tho, Leong, Chirouze, Catherine, Chiumello, Davide, Cho, Sung-Min, Cholley, Bernard, Chopin, Marie-Charlotte, Chow, Ting Soo, Chua, Hiu Jian, Chua, Jonathan, Cidade, Jose Pedro, Cisneros Herreros, José Miguel, Citarella, Barbara Wanjiru, Ciullo, Anna, Clarke, Jennifer, Clarke, Emma, Claure-Del Granado, Rolando, Clohisey, Sara, Codan, Cassidy, Cody, Caitriona, Coelho, Alexandra, Coles, Megan, Coles, Jennifer, Colin, Gwenhaël, Collins, Michael, Colombo, Sebastiano Maria, Combs, Pamela, Connolly, Jennifer, Connor, Marie, Conrad, Anne, Conway, Elaine, Cooke, Graham S., Copland, Mary, Cordel, Hugues, Corley, Amanda, Cornelis, Sabine, Cornet, Alexander Daniel, Corpuz, Arianne Joy, Cortegiani, Andrea, Corvaisier, Grégory, Costigan, Emma, Couffignal, Camille, Couffin-Cadiergues, Sandrine, Courtois, Roxane, Cousse, Stéphanie, Cregan, Rachel, Cristella, Cosimo, Croonen, Sabine, Crowl, Gloria, Crump, Jonathan, Cruz, Claudina, Cruz Bermúdez, Juan Luis, Cruz Rojo, Jaime, Csete, Marc, Cullen, Ailbhe, Cummings, Matthew, Curley, Gerard, Curlier, Elodie, Curran, Colleen, Custodio, Paula, da Silva Filipe, Ana, Da Silveira, Charlene, Dabaliz, Al-Awwab, Dagens, Andrew, Dahly, Darren, Dalton, Heidi, Dalton, Jo, Daly, Seamus, Damas, Juliana, Daneman, Nick, Daniel, Corinne, Dankwa, Emmanuelle A., Dantas, Jorge, D'Aragon, Frédérick, de Jong, Menno, de Loughry, Gillian, De Montmollin, Etienne, de Oliveira França, Rafael Freitas, de Pinho Oliveira, Ana Isabel, De Rosa, Rosanna, de Silva, Thushan, de Vries, Peter, Dean, David, Debard, Alexa, DeBenedictis, Bianca, Debray, Marie-Pierre, DeCastro, Nathalie, Dechert, William, Deconninck, Lauren, Decours, Romain, Defous, Eve, Delacroix, Isabelle, Delaveuve, Eric, Delavigne, Karen, Delfos, Nathalie M., Deligiannis, Ionna, Dell'Amore, Andrea, Delmas, Christelle, Delobel, Pierre, Delsing, Corine, Demonchy, Elisa, Denis, Emmanuelle, Deplanque, Dominique, Depuydt, Pieter, Desai, Mehul, Descamps, Diane, Desvallées, Mathilde, Dewayanti, Santi, Dhanger, Pathik, Diallo, Alpha, Diamantis, Sylvain, Dias, André, Da Silva, Fernanda Dias, Diaz, Juan Jose, Diaz, Rodrigo, Diaz, Priscila, Didier, Kévin, Diehl, Jean-Luc, Dieperink, Wim, Dimet, Jérôme, Dinot, Vincent, Diop, Fara, Diouf, Alphonsine, Dishon, Yael, Djossou, Félix, Docherty, Annemarie B., Doherty, Helen, Donnelly, Maria, Donnelly, Christl A., Donohue, Sean, Donohue, Yoann, Donohue, Chloe, Doran, Peter, Dorival, Céline, D'Ortenzio, Eric, Douglas, James Joshua, Dournon, Nathalie, Downer, Triona, Downey, Joanne, Downing, Mark, Drake, Tom, Driscoll, Aoife, Dryden, Murray, Fonseca, Claudio Duarte, Dubee, Vincent, Dubos, François, Ducancelle, Alexandre, Duculan, Toni, Dudman, Susanne, Duggal, Abhijit, Dunand, Paul, Dunning, Jake, Duplaix, Mathilde, Durante-Mangoni, Emanuele, Durham, Lucian, III, Dussol, Bertrand, Duthoit, Juliette, Duval, Xavier, Dyrhol-Riise, Anne Margarita, Ean, Sim Choon, Echeverria-Villalobos, Marco, Egan, Siobhan, Eira, Carla, El Sanharawi, Mohammed, Elapavaluru, Subbarao, Elharrar, Brigitte, Ellerbroek, Jacobien, Eloy, Philippine, Elshazly, Tarek, Enderle, Isabelle, Endo, Tomoyuki, Eng, Chan Chee, Engelmann, Ilka, Enouf, Vincent, Epaulard, Olivier, Escher, Martina, Esperatti, Mariano, Esperou, Hélène, Santo, Catarina Espírito, Esposito-Farese, Marina, Estevão, João, Etienne, Manuel, Ettalhaoui, Nadia, Everding, Anna Greti, Evers, Mirjam, Fabre, Isabelle, Fabre, Marc, Faheem, Amna, Fahy, Arabella, Fairfield, Cameron J., Faria, Pedro, Fateena, Hanan, Fatoni, Arie Zainul, Faure, Karine, Favory, Raphaël, Fayed, Mohamed, Feely, Niamh, Feeney, Laura, Fernandes, Jorge, Fernandes, Marília Andreia, Fernandes, Susana, Ferrand, François-Xavier, Devouge, Eglantine Ferrand, Ferrão, Joana, 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Published
2023
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19. How Do Teaching Assistants View Their Role in Managing Behaviour and Cultivate Their Learning and Understanding in Relation to Managing Behaviour?

Author

Clarke, Emma and Visser, John

Abstract

This paper will consider how teaching assistants' (TAs') roles are changing from the historical 'mum's army' (Bach Kessler & Heron, 2006) of paint-pot washers, as some considered it pre-national curriculum, to the developing conception of the TA as a 'paraprofessional'. Contemporary issues arising from the loosely defined current expectations of TAs' wider pedagogical role will also be discussed. Consideration will be given to how and why managing behaviour has become an expectation and a necessity for TAs in their current deployment in schools, and why learning about managing behaviour differs for TAs and teachers. Additionally, the paper will reflect on the specific challenges facing TAs in managing behaviour. How TAs learn from each other in communities of practice, as well as from teachers and senior leaders, will be explored. Furthermore, how behaviour policies and policy implementation generally can influence TAs' opportunities to promote their own learning will be reviewed.

Published
2017

20. Paint Pot Washers or Pedagogues? Is Gender an Issue for Teaching Assistants?

Author

Clarke, Emma

Abstract

This paper considers the evolution of the teaching assistant (TA) role in English primary schools, from the once pejorative description of them as paint pot washers to current conceptualisations of them as pedagogues. How the TA role has evolved and the issues associated with the changes to their deployment in mainstream primary schools will be discussed. Questions will be raised in relation to the type of research undertaken on TAs and whether the overwhelmingly female population of English TAs has influenced the studies conducted. The paper will conclude by sharing the methodology and findings from a recently conducted feminist research project investigating TAs' perceptions of their role.

Published
2021
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22. Timelines in researching student teachers' well-being during teaching practice.

Author

Pihlainen, Kaisa, Clarke, Emma, Kahila, Sanni, Vellonen, Virpi, Waltzer, Katariina, Kuutti, Tiina, and Quickfall, Aimee

Subjects
*STUDENT teachers, *RESEARCH methodology, *STUDENT assignments, *WELL-being, *TEACHER development
Abstract

Researching well-being has gained popularity over the last decades however, research methodologies have employed mostly surveys, and the use of qualitative and visual methods is still scarce. This study discusses using timelines as a tool for researching the well-being of student teachers in two different cultural contexts. Research data includes researchers' notes as well as focus groups and students' notions of using timelines as a course assignment, analyzed using thematic analysis. This study shares our justification for using qualitative, visual methods to collect data related to well-being and evaluates the strengths and limitations of timelining as a tool to do this, from both the participants' and researchers' viewpoints. The study argues that timelines have the potential not only to support reflections on well-being but also to provide an approach to support it during teacher training and beyond. The use of timelines as tools to explore the non-linear and dynamic experiences of well-being during student teachers' teaching practice in Finland and England will be discussed and recommendations for the further development of this approach shared. [ABSTRACT FROM AUTHOR]

Published
2024
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23. Teaching Assistants Managing Behaviour -- Who Knows How They Do It? Agency Is the Answer

Author

Clarke, Emma and Visser, John

Abstract

This article revisits a previous publication which questioned how Teaching Assistants (TAs) manage behaviour in mainstream English primary schools (Clarke and Visser, 2016). That paper highlighted the lack of specific research in the area and noted, that despite increases in research on TAs work, there remained a lack of understanding in relation to how TAs supported children's non-academic or 'soft skills'. Following on from that, this article details the findings of a doctoral research project that investigated factors that constrained and supported TAs' management of behaviour. Using the findings from that research, this article offers answers to the to the question I outlined in the previous publication 'Teaching Assistants managing behaviour -- who knows how they do it?' (Clarke and Visser, 2016). Concepts including TAs' understanding of their 'place', the impact of agency and how consistency in a range of areas influenced the agency TAs experienced in managing behaviour will be discussed.

Published
2019
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24. Well-being

Author

Clarke, Emma, primary, Quickfall, Aimee, additional, and Thompson, Shaun, additional

Published
2022
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41. Pragmatic Research Methodology in Education: Possibilities And Pitfalls

Author

Clarke, Emma and Visser, John

Abstract

This paper considers the challenges experienced by a doctoral student engaging in qualitative research. It examines the difficulties experienced in selecting an appropriate approach from the traditional methodologies. A pragmatic methodology which provides the researcher with the opportunity to utilise a range of strategies to answer the research question are discussed. The advantages and disadvantages of the freedoms afforded in methodological thinking, rather than following prescribed strategies and procedures are then considered. How a pragmatic perspective informed the researcher's understanding of the impact of selecting a specific methodology and how this shaped the research and its outcomes concludes the paper.

Published
2019
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42. Is a Good Teaching Assistant One Who 'Knows Their Place'?

Author

Clarke, Emma and Visser, John

Abstract

Teaching Assistants' (TAs') roles in mainstream English primary schools continue to evolve. Research suggests TAs play a vital role in managing behaviour and can have benefits for both teachers and children in relation to supporting positive behaviour in the classroom. However, there is a lack of clarity in what constitutes TAs' role, particularly when their pedagogical contribution outweighs any other form of support provided to schools. With a lack of clarity in what constitutes the teachers' and the TAs' role, TAs' responsibilities for managing behaviour are opaque. As a result, opportunities for TAs to manage behaviour can be reduced due to their concerns over undermining teachers. The research this paper draws on found TAs were often passive observers in relation to behaviour management as they did not understand how their role correlated to that of teachers'. The concept of what TAs in this research described as 'knowing their place' in relation to managing behaviour will be introduced and discussed. Strategies to support TAs in 'knowing their place' in a positive, as opposed to pejorative way in managing behaviour will be considered through a range of different approaches to their direct work with children and teachers. The paper then concludes with some 'next steps' for schools to consider in supporting TAs to affirmatively find their 'place' in managing behaviour.

Published
2019
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43. An investigation into silver nanoparticles removal from water during sand filtration and activated carbon adsorption

Author

Clarke, Emma Victoria Faye, Gomez, Diego E., and Tyler, Charles R.

Subjects
628.3, silver nanoparticles, wastewater, nanotoxicology, nanotechnology, environment, sulfides
Abstract

Wastewater treatment plants (WwTP) act as the principle buffer between anthropogenic sources of Silver Nanoparticles (AgNPs) and environmental targets. AgNPs, given their effective anti-microbial properties, have the potential to negatively impact WwTP processes and organisms within the natural environment. A clear understanding of the fate and transport of AgNPs as they pass through WwTPs is crucial in evaluating AgNPs impacts for WwTP process, the natural environment and in the development of a comprehensive environmental risk assessment for AgNPs. The main aim of this thesis was to carry out an analysis on the fate, transport and transformation of AgNPs through WwTP relevant filtration medias in order to understand more about the toxicological implications for both WwTP processes and receiving environments. AgNPs were synthesised in-house, via an in-situ reduction method, which produced a homogeneous dispersion of nanoparticles of average particle diameter 9.98nm, with a standard deviation of 3.11nm. Column studies and adsorption isotherm experiments were conducted to investigate the fate and transport of silver nitrate, AgNPs and bulk silver across media beds of quartz sand and granulated activated carbon (GAC), both chosen for their relevance in wastewater treatment protocols. TEM imaging and EDS analysis was employed to characterise the AgNPs physically and elementally within the column influents and effluents. An original contribution made to the existing knowledge on AgNPs is that in contrast to bulk silver and silver nitrate, uncoated AgNPs were observed to be highly mobile through the quartz sand media. This high mobility was in contrast with the prior expectation that van der Waals forces of attraction between the positively charged AgNPs and the negative charge of the silica surfaces within the sand bed would lead to some measure of retention within the column matrix. The resulting high mobility of the AgNPs was attributed to particle surface contamination of boride ions originating from the reduction agent used during the synthesis process. This highlights (and reinforces) the importance of better understanding on the implications of the various methods of synthesis and use of capping agents for AgNPs characteristics and the impact this has on fate and transport. AgNPs were also noted to have been significantly altered after their passage through the quartz sand media, with up to 83% of the sample increasing in size, from 9.98nm to an average of 18.26nm and a maximum of 144nm. Particle size measurements were made using the measuring tool available in the GNU Image Manipulation Program (GIMP). This size increase was attributed to the formation of nano-alloy clusters with residual gold and iron compounds, naturally present within the sand bed. In the case of silver-gold alloy clusters, this is expected to exhibit positive implications for future environmental fates of the resulting AgNPs, where the presence of gold in alloy clusters has been observed to significantly deactivate AgNPs silver ion release. In contrast to the sand, it was observed that the GAC was an effective absorber of AgNPs. However, this was observed to be a size dependant relationship, where the GAC was not observed to be effective for adsorption of bulk silver at particle sizes of 300 – 800nm. In this thesis, in addition to the experimental work, a novel, low complexity technique was developed for the detection and quantification of AgNPs in laboratory aqueous solutions. This protocol utilises a laboratory bench top photometer and gave AgNPs concentration results that reliably and accurately reflected that of ICP-MS and ICP-OES results within a detection range of 0.01 and 20mg/L; where the correlation coefficient between the instrument absorbance response and ICP-MS/OES concentration (at 450nm) was R2 0.994.

Published
2016

44. Team identification, motives, and behaviour: a comparative analysis of fans of men's and women's sport.

Author

Clarke, Emma, Geurin, Andrea N., and Burch, Lauren M.

Subjects
WOMEN'S sports, SPORTS spectators, BEHAVIORAL assessment, SPORTS psychology, SPORTS marketing, TEAMS in the workplace, CONSUMPTION (Economics), COMPARATIVE studies
Abstract

This research sought to examine the team identification, motives, and behaviours of fans of a women's sport team as well as those of a men's team to identify any differences between these two groups. An online survey utilised three established scales, the Sport Spectator Identification Scale – Revised (SSIS-R), the Motivation Scale for Sports Consumption (MSSC), and the Fan Behaviour Scale. A total of 515 participants completed the survey and their responses were analysed across team affiliation and level of identification. More similarities than differences were uncovered for fans of the two teams. The most highly identified fans of each team reported their strongest motives were Physical Skill and Achievement. Family was the least motivating factor for fans of the women's team amongst every identification level and had the weakest correlation to team identification of the eight motives studied. Identification was positively correlated with greater consumption behaviours for fans of both teams. This research adds to the scant literature on fans of women's sport and offers insights on the level of identification, motives, and behaviours of these fans, which can be used by women's sport organisations when developing fan engagement campaigns and marketing materials. [ABSTRACT FROM AUTHOR]

Published
2024
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45. Voices from the edge: Girls' experiences of being at risk of permanent exclusion.

Author

Clarke, Emma

Subjects
*SECONDARY schools, *SEMI-structured interviews, *DATA analysis, *POLICY sciences, *TEACHER recruitment
Abstract

This paper considers the experiences of education for girls at risk of permanent exclusion from mainstream secondary schools in England. The number of girls being permanently excluded from school is a growing issue, and data suggests that girls are being excluded at a percentage rate which exceeds boys, yet they have continued to receive comparatively little attention, either in policy, research or the media. This study uses ecomapping and semi‐structured interviews to examine the challenges girls face and the resources they use to address or ameliorate them. The paper provides an overview of the data collected, considers how the prevalent challenges reported by girls compare to existing research and suggests a number of approaches which could be taken to support girls. It reflects on girls' lack of visibility and voice in policy and research on school exclusions, how this has continued to affect the services and support available to them, and schools' responses to their behaviour. It concludes by reviewing the recommendations previous studies have advocated to support girls at risk of exclusion and reflects on the progress made towards these, noting how current issues of school funding, teacher recruitment and attrition, performativity and accountability have impacted on the scope of action it is possible for individual schools to take. [ABSTRACT FROM AUTHOR]

Published
2024
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