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2. Tales of the unexpected: Teacher’s experiences of working with children and dogs in schools

Author

Lewis, Helen, Godfrey, Janet Oostendorp, and Knight, Cathryn

Subjects
school dogs, animal-assisted education, animal-assisted intervention, well-being
Abstract

Globally, there are a growing number of dogs in schools. Research suggests that there are potential benefits of interactions between children and dogs in educational contexts, for example in terms of social–emotional, cognitive and physical development. However, there is a lack of research examining the potential challenges and limitations of involving a dog in school, particularly regarding the well-being of the dogs themselves. The present study investigated the experiences and perceptions of 453 educators around the world who have implemented a school dog program. The study found great variety in terms of the activities school dogs engage in. Despite respondents having positive perceptions of the benefits school dogs bring, many reported unexpected incidents from toileting and barking to more significant incidents such as growling and biting. This article highlights the relatively under explored tension between the practical, hands-on reality of including a sentient dog in the classroom, versus the ideas and expectations that teachers have about school dogs.

Published
2023
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3. Index

Author

Lewis, Helen M., Beaver, Patricia D., and Jennings, Judith

Published
2012

5. Bibliography

Author

Lewis, Helen M., Beaver, Patricia D., and Jennings, Judith

Published
2012

6. The Final Word

Author

Lewis, Helen M., Beaver, Patricia D., and Jennings, Judith

Published
2012

7. Chronology

Author

Lewis, Helen M., Beaver, Patricia D., and Jennings, Judith

Published
2012

13. Copyright Page

Author

Lewis, Helen M., Beaver, Patricia D., and Jennings, Judith

Published
2012

14. Acknowledgments

Author

Lewis, Helen M., Beaver, Patricia D., and Jennings, Judith

Published
2012

15. Title Page

Author

Lewis, Helen M., Beaver, Patricia D., and Jennings, Judith

Published
2012

16. List of Illustrations

Author

Lewis, Helen M., Beaver, Patricia D., and Jennings, Judith

Published
2012

17. Front Cover

Author

Lewis, Helen M., Beaver, Patricia D., and Jennings, Judith

Published
2012

23. Pore-Scale Visualization of Hydrogen Storage in a Sandstone at Subsurface Pressure and Temperature Conditions: Trapping, Dissolution and Wettability

Author

Jangda, Zaid, Menke, Hannah, Busch, Andreas, Geiger, Sebastian, Bultreys, Tom, Lewis, Helen, and Singh, Kamaljit

Subjects
Physics - Fluid Dynamics
Abstract

The global commitment to achieve net-zero has led to increasing investment towards the production and usage of green hydrogen (H2).However, the massive quantity needed to match future demand will require new storage facilities. Underground storage of H2 is a potentially viable solution, but poses unique challenges due to the distinctive physical and chemical properties of H2, that have yet to be studied quantitatively in the subsurface environment. We have performed in situ X-ray flow experiments to investigate the fundamentals of pore-scale fluid displacement processes during H2 injection into an initially brine saturated Bentheimer sandstone sample. Two different injection schemes were followed, the displacement of H2 with H2-equilibrated brine and non-H2-equilibrated brine both at temperature and pressure conditions representative of deep underground reservoirs. H2 was found to be non-wetting to brine after both displacement cycles, with average contact angles between 53.72 and 52.72, respectively. We also found a higher recovery of H2 (43.1%) for non-H2-equilibrated brine compared to that of H2-equilibrated brine (31.6%), indicating potential dissolution of H2 in unequilibrated brine at reservoir conditions. Our results suggest that H2 storage may indeed be a suitable strategy for energy storage, but considerable further research is needed to fully comprehend the pore-scale interactions at reservoir conditions.

Published
2022
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32. Africa

Author

Tucker, Leigh Adams, primary, Agbonika, Sunday, additional, Lewis, Helen, additional, and Grigg, Russell, additional

Published
2023
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34. 'My Picture Is Not in Wales': Pupils' Perceptions of cynefin (Belonging) in Primary School Curriculum Development in Wales

Author

Chapman, Susan, Ellis, Rosy, Beauchamp, Gary, Sheriff, Lisa, Stacey, David, Waters-Davies, Jane, Lewis, Adam, Jones, Catherine, Griffiths, Merris, Chapman, Sammy, Wallis, Rachel, Sheen, Elizabeth, Crick, Tom, Lewis, Helen, French, Graham, and Atherton, Stephen

Abstract

In the new Curriculum for Wales ("Cwricwlwm i Gymru") which is phasing in from September 2022, the concept of 'cynefin' ('the place where we feel we belong') is core to developing children's understandings of place and identity. While cynefin has long been considered in a wider cultural and heritage context in Wales, it is not yet clearly understood in education, and is rarely explored from the pupil perspective. Drawing on data gathered from four primary schools in Wales (n = 67 children, aged 7-10), using the method of photo elicitation to scaffold talk, this article explores children's understandings of what cynefin means to them. Themes of people, place, activity, and emotions/feelings emerged, which interconnected in multiple, non-linear, and unique ways, indicating the importance of nuance in primary-level curricula design.

Published
2023
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38. Defining Terms Used for Animals Working in Support Roles for People with Support Needs

Author

Howell, Tiffani J, Nieforth, Leanne, Thomas-Pino, Clare, Samet, Lauren, Agbonika, Sunday, Cuevas-Pavincich, Francisca, Fry, Nina Ekholm, Hill, Kristine, Jegatheesan, Brinda, Kakinuma, Miki, MacNamara, Maureen, Mattila-Rautiainen, Sanna, Perry, Andy, Tardif-Williams, Christine Y, Walsh, Elizabeth Ann, Winkle, Melissa, Yamamoto, Mariko, Yerbury, Rachel, Rawat, Vijay, Alm, Kathy, Avci, Ashley, Bailey, Tanya, Baker, Hannah, Benton, Pree, Binney, Catherine, Boyle, Sara, Brandes, Hagit, Carr, Alexa M, Coombe, Wendy, Coulter, Kendra, Darby, Audrey, Davies, Lowri, Delisle, Esther, Enders-Slegers, Marie-Jose, Fournier, Angela, Fox, Marie, Gee, Nancy, Graham, Taryn M, Hamilton-Bruce, Anne, Hansen, Tia GB, Hart, Lynette, Heirs, Morag, Hooper, Jade, Howe, Rachel, Johnson, Elizabeth, Jones, Melanie, Karagiannis, Christos, Kieson, Emily, Kim, Sun-A, Kivlen, Christine, Lanning, Beth, Lewis, Helen, Linder, Deborah, Mai, Dac Loc, Mariti, Chiara, Mead, Rebecca, Ferreira, Gilly Mendes, Ngai, Debbie, O’Keeffe, Samantha, O’Connor, Grainne, Olsen, Christine, Ormerod, Elizabeth, Power, Emma R, Pritchard, Peggy A, Rodriguez, Kerri, Rook, Deborah, Ruby, Matthew B, Schofield, Leah, Signal, Tania, Steel, Jill, Stone, Wendy, Symonds, Melissa, van Rooy, Diane, Warda, Tiamat, Wilson, Monica, Young, Janette, and Bennett, Pauleen

Subjects
Veterinary Sciences, Agricultural, Veterinary and Food Sciences, Biological Sciences, Zoology, Animal Production, companion animal, assistance animal, service animal, facility animal, therapy animal, emotional support animal, educational support animal, visiting animal, human-animal interaction, human–animal interaction, Environmental Science and Management, Animal production, Veterinary sciences
Abstract

The nomenclature used to describe animals working in roles supporting people can be confusing. The same term may be used to describe different roles, or two terms may mean the same thing. This confusion is evident among researchers, practitioners, and end users. Because certain animal roles are provided with legal protections and/or government-funding support in some jurisdictions, it is necessary to clearly define the existing terms to avoid confusion. The aim of this paper is to provide operationalized definitions for nine terms, which would be useful in many world regions: "assistance animal", "companion animal", "educational/school support animal", "emotional support animal", "facility animal", "service animal", "skilled companion animal", "therapy animal", and "visiting/visitation animal". At the International Society for Anthrozoology (ISAZ) conferences in 2018 and 2020, over 100 delegates participated in workshops to define these terms, many of whom co-authored this paper. Through an iterative process, we have defined the nine terms and explained how they differ from each other. We recommend phasing out two terms (i.e., "skilled companion animal" and "service animal") due to overlap with other terms that could potentially exacerbate confusion. The implications for several regions of the world are discussed.

Published
2022

40. Integrated proteomics and genomics analysis of paradoxical eczema in psoriasis patients treated with biologics

Author

Ahmed, Shehnaz, Alabas, Oras, Barker, Jonathan, Becher, Gabrielle, Bewley, Anthony, Evans, Ian, Hampton, Philip, Kirby, Brian, Kleyn, Elise, Laws, Philip, Lawson, Linda, Mackenzie, Teena, McElhone, Kathleen, McPherson, Tess, Morrison, Simon, Owen, Caroline, Pearson, Eleanor, Rashid, Amir, Reynolds, Nick, Strangfeld, Anja, Walton, Shernaz, Yiu, Zenas, Gupta, Girish, Strangfeld (chair), Anja, Weller, Richard, Zietemann, Vera, Aldoori, Nadia, Ali, Mahmud, Al-Rusan, Ahmed, Angit, Caroline, Anstey, Alex, Antony, Fiona, Archer, Charles, August, Suzanna, Balasubramaniam, Periasamy, Baudry, David, Baxter, Kay, Bonsall, Alexandra, Brown, Sara, Brown, Victoria, Burden, David, Burova, Ekaterina, Butt, Aamir, Caswell, Mel, Chapman, Anna, Cliff, Sandeep, Costache, Mihaela, Darne, Sharmela, DeGiovanni, Claudia, Desai, Trupti, Diba, Victoria, Domanne, Eva, Duckworth, Michael, Dymond, Harvey, Fahy, Caoimhe, Farwer, Susanne, Ferguson, Leila, Gkini, Maria-Angeliki, Godwin, Alison, Goulding, Jon, Hammonds, Fiona, Haque, Shaheen, Higgins, Caroline, Hood, Sue, Joseph, Teresa, Johnson, Sarah, Kalavala, Manju, Khorshid, Mohsen, Labinoti, Liberta, Lamb, Ruth, Lawson, Nicole, Layton, Alison, Lees, Tara, Levell, Nick, Lewis, Helen, Lovell, Chris, Lyon, Calum, McAteer, Helen, McBride, Sandy, McCormack, Sally, McKenna, Kevin, Mellor, Serap, Meredith, Fiona, Murphy, Ruth, Norris, Paul, Parslew, Richard, Perera, Gay, Ponnambath, Nabil, Popli, Urvi, Powell, James, Ramesh, Raakhee, Ramsay, Helen, Ranasinghe, Aruni, Reeken, Saskia, Rose, Rebecca, Rotarescu, Rada, Salvary, Ingrid, Sands, Kathy, Sinha, Tapati, Schofield, Julia, Shipman, Alexa, Siebert, Stefan, Stefanescu, Simina, Sundararaj, Kavitha, Taghipour, Kathy, Taylor, Michelle, Thomson, Michelle, Topliffe, Joanne, Verdolini, Roberto, Wachsmuth, Rachel, Wade, Martin, Wahie, Shymal, Walsh, Sarah, Wilcox, Louise, Williamson, Diane, Wright, Andrew, Al-Janabi, Ali, Martin, Paul, Khan, Adnan R., Foulkes, Amy C., Smith, Catherine H., Griffiths, Christopher E.M., Morris, Andrew P., Eyre, Steve, and Warren, Richard B.

Published
2023
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42. Editorial

Author

Lewis, Helen

Published
2022

45. Differences in Clinical Features and Comorbid Burden between HLA-C∗06:02 Carrier Groups in >9,000 People with Psoriasis

Author

Evans, Ian, Murphy, Ruth, McPherson, Tess, Kleyn, Elise, Laws, Philip, Becher, Gabrielle, Bewley, Anthony, Rashid, Amir, Alabas, Oras, Morrison, Simon, Ahmed, Shehnaz, Pearson, Eleanor, Richards, Josh, Mackenzie, Teena, Kirby, Brian, Burden, David, Lawson, Linda, McElhone, Kathleen, Ormerod, Anthony, Owen, Caroline, Aldoori, Nadia, Ali, Mahmud, Anstey, Alex, Antony, Fiona, Archer, Charles, August, Suzanna, Balasubramaniam, Periasamy, Baxter, Kay, Bonsall, Alexandra, Brown, Victoria, Burova, Katya, Butt, Aamir, Caswell, Mel, Cliff, Sandeep, Costache, Mihaela, Darne, Sharmela, Davies, Emily, DeGiovanni, Claudia, Desai, Trupti, DeSilva, Bernadette, Diba, Victoria, Domanne, Eva, Dymond, Harvey, Fahy, Caoimhe, Ferguson, Leila, Gkini, Maria-Angeliki, Godwin, Alison, Hammonds, Fiona, Johnson, Sarah, Joseph, Teresa, Kalavala, Manju, Khorshid, Mohsen, Labinoti, Liberta, Lawson, Nicole, Layton, Alison, Lees, Tara, Levell, Nick, Lewis, Helen, Lyon, Calum, McBride, Sandy, McCormack, Sally, McKenna, Kevin, Mellor, Serap, Norris, Paul, Popli, Urvi, Perera, Gay, Ponnambath, Nabil, Ramsay, Helen, Ranasinghe, Aruni, Reeken, Saskia, Rose, Rebecca, Rotarescu, Rada, Salvary, Ingrid, Sands, Kathy, Sinha, Tapati, Stefanescu, Simina, Sundararaj, Kavitha, Taghipour, Kathy, Taylor, Michelle, Thomson, Michelle, Topliffe, Joanne, Verdolini, Roberto, Wachsmuth, Rachel, Wade, Martin, Wahie, Shyamal, Walsh, Sarah, Walton, Shernaz, Wilcox, Louise, Wright, Andrew, Douroudis, Konstantinos, Ramessur, Ravi, Barbosa, Ines A., Baudry, David, Duckworth, Michael, Angit, Caroline, Capon, Francesca, Chung, Raymond, Curtis, Charles J., Di Meglio, Paola, Goulding, Jonathan M.R., Griffiths, Christopher E.M., Lee, Sang Hyuck, Mahil, Satveer K., Parslew, Richard, Reynolds, Nick J., Shipman, Alexa R., Warren, Richard B., Yiu, Zenas Z.N., Simpson, Michael A., Barker, Jonathan N., Dand, Nick, and Smith, Catherine H.

Published
2022
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48. Tensions in Current Curriculum Reform and the Development of Teachers' Professional Autonomy

Author

Hughes, Sion and Lewis, Helen

Abstract

Current curriculum reform in Wales provides an opportunity for teachers to have greater freedom to develop pedagogical approaches that meet the needs of their pupils. The "Successful Futures" report recommends that teachers should have a greater autonomy in choosing how to deliver the curriculum, and ensuring it is done so in a manner that is meaningful and relevant to their pupils. Strengthening teachers' agency in relation to pedagogy, however, can sometimes be difficult to achieve because, for example, of perceived issues around workload and accountability. There are many 'off-the-peg' or ready-made solutions to the challenges of curriculum reform, and in many cases, schools are responding to such challenges using ready-made or bespoke approaches. This paper explores the nature of the tensions between the drive to empower professional contributions to curriculum reform, and increase autonomy for teachers, and the existing professional practices. In particular, as an example of the tensions, the paper considers how and why one school selected a commercial mindfulness package to contribute to the newly defined Health and Wellbeing Area of Experience, and the implication of this choice on teacher autonomy and pedagogical practice.

Published
2020
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50. An investigation into thinking skills and young children's metacognition in the Foundation Phase in Wales

Author

Lewis, Helen E.

Subjects
370.15, LB1501 Primary Education
Abstract

This study aimed to explore the nature and extent of metacognition in young learners, and to better understand the pedagogical practices teachers use to effectively support the teaching of thinking. I designed four research questions to explore these aims: • How were Foundation Phase teachers in Wales teaching thinking? • How did the teachers involved in the study develop in their teaching of thinking through the course of the intervention? • To what extent did children in the study demonstrate development in their awareness of thinking? • What was the impact of the intervention on children's performance on a limited number of standardised tests? The questions were addressed through a mixed methods approach, comprising a survey of all FP settings in Wales to ascertain practitioners' views and practices relating to teaching thinking and an action research phase which lasted one academic year. BERA (2011) ethical guidelines were followed throughout. Six teachers participated in the action research to co-construct a shared understanding of the nature of thinking in the FP. We explored pedagogies for developing thinking, particularly the use of Visible Thinking Routines (Ritchhart et al, 2011). Video Stimulated Reflective Dialogue (VSRD) was used to explore teachers' reflections on their own teaching. The study also involved six children from each teacher's class. They were asked about their views on thinking. They made videos of 'good thinking', which were discussed using VSRD. They undertook cognitive tests at the start and end of the intervention. The findings are significant because they indicate that, through VSRD, teachers became more reflective and their interactions with children improved. The findings also reveal that VSRD supported young children's metacognitive thinking - they demonstrated increased metacognitive behaviours at the end of the study, and made more progress on three out of four standardised tests compared to the control group with medium effect size (Cohen, 1988). The study's conclusions have implications for teachers, teacher educators and policy makers in curriculum design and professional development.

Published
2017

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