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2,379 results on '"Todd, Sarah"'

2. Becoming the Mentors We Needed: Formative First-Year Practices and Motivating Factors of Peer Mentorship in College

Author

Todd, Sarah

Abstract

The purpose of this qualitative study was to examine formative first-year practices and motivating factors that encouraged first-year college students to pursue peer mentorship roles. The examination of peer mentorship within undergraduate populations owes much to Jacobi's (1991) study on mentoring and academic success, which more recently has been continued by Nora and Crisp (2007), Crisp and Cruz (2009), and Crisp et al. (2017). Peer mentorship bolsters both individual student development and undergraduate enrollment (Crisp et al., 2017; Yomtov et al., 2017), and assuming a peer mentor role contributes in meaningful ways to a college learning environment (Kuh et al., 2011). Although a significant amount of research has been conducted on peer mentorship, there has been less focus on motivating factors during the first year of college that prompt peer mentors to seek such roles in their second year of undergraduate education. The results of this study indicated students were motivated to pursue peer mentorship roles for four reasons: the desire for community, their sense of self-efficacy, a vocational connection, and the opportunity to impact incoming students' experiences. Implications of these results are discussed in terms of implementing formative best practices into first-year experiences as a means of encouraging and recruiting second-year peer mentors.

Published
2023
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4. Ovarian Cancer Surgery

Author

Maggard, Brittany, Todd, Sarah, Ahmed, Faizan, Clifford, Sean, Huang, Jiapeng, Latif, Rana, Huang, Jeffrey, editor, Huang, Jiapeng, editor, and Liu, Henry, editor

Published
2023
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7. The role B cells in ANCA-associated vasculitis

Author

Todd, Sarah Katrina

Subjects
616.1
Abstract

B cells are central to the pathology of ANCA-associated vasculitis (AAV), a disease characterized by autoantibodies and effectively treated by rituximab. In addition to promoting inflammation, a subset of B cells act to suppress harmful autoimmune responses. The balance of effector and regulatory B cell subsets in AAV is not known. This study was conducted to assess the relative frequency of these subsets during different states of disease activity. B regulatory cells are reduced in AAV, whether defined as CD5+ or CD24high CD38high. There is an imbalance in B regulatory (Breg) and B memory (Bmem) cells, which represents a proinflammatory B cell profile. Bmem augment Th1 differentiation in vitro, whilst Breg do not. Breg positively correlate with IL-10 competent B cells and, inversely with TNFα production in B cells. The converse was observed with Bmem. There was no functional defect in Breg from AAV patients, assessed by effect on Th1 differentiation and IL-10 induction in vitro. The imbalance in Bmem and Breg was represented as ratio, calculated from the number of memory cells divided by number regulatory cells in flow cytometry gate (M:Rn). M:Rn has potential for to be used as a predictive measure of clinical outcome. This imbalance may contribute to the high rate of relapse observed in AAV. Higher ratios were observed in PR3-ANCA patients (who have greatest propensity to relapse), compared to MPO-ANCA patients with the same disease activity. Tolerant patients and those treated with rituximab, had low M:Rn. Rituximab resets the balance of effector and regulatory B cells in AAV, including a tolerogenic state. Detection of proinflammatory and inhibitory immune mediators in B cells by intracellular flow cytometry, warranted additional analysis to better define the cytokine profile. 15 analytes were measured in cell supernatants. IL-10, IL-6, IL-1β, TNFα, IL-17A, IFNγ and IL-2 were significantly induced in PBMC, stimulated for maximum IL-10 induction in B cells. The net effect of these supernatants was to limit T cell TNFα production in vitro, this was not impaired on blockade of IL-10 with an agonistic antibody. Highly activated CD4 cells were increased in AAV, whilst Treg were reduced. There was no relationship between Breg and Treg frequency in AAV. Patients had reduction in Breg or Treg, but not both (frequency lower than the mean of the healthy controls, minus 2 standard deviations). Further investigation was conducted in an MPO animal model of disease, in which passive transfer of antibodies or B cells are reported to be pathogenic. Limited disease was observed on cell transfer, despite equivalent autoantibody titres to MPO null, immunised mice. B cells or antibody alone are insufficient to cause disease, an initiating event is crucial with deposition of MPO on the microvasculature and tissue damage elicited by innate immune cells previously described. Without this inciting damage, adaptive immune ignorance is maintained and renal function unaffected.

Published
2019

10. Patient and Public Involvement (PPI) : developing a conceptual framework from an exploratory study of three healthcare providers

Author

Todd, Sarah A.

Subjects
362.10941, Patient and Public Involvement, Healthcare, Conceptual framework
Abstract

PPI has been growing considerably in the last 15 years in the UK's National Health Service (NHS) following shifts in the relationship between institutions and the public. Various legislative changes during this period have moved the NHS towards a consumerist model of delivery with a greater emphasis on the voice of their service users and the public. High profile cases, such as the severe failings at the Mid-Staffordshire NHS Foundation Trust (Francis, 2013), have provided impetus for PPI. However, despite increases in PPI-related activities, research into PPI methods and their impact have indicated that both methods and impact are difficult to evaluate (e.g. Conklin et al., 2012). Many existing models of PPI appear to over simplify what is a complex social phenomenon. Relatively simple early models such as the ladder of participation (Arnstein, 1969) are still widely referenced. Many studies have focused on individual PPI activities and individual stakeholder perspectives but have paid less attention to the commonalities and differences across and within stakeholder groups and PPI contexts. This study explored the complexities of PPI by collecting detailed observational, documentary and interview data from three different healthcare provider organisations (a mental health trust, a social enterprise, and an acute hospital trust). A range of methods (observations, semi-structured interviews, and document reviews) were used to explore in depth the complex nature of PPI and capture detailed data about contextual and organisational factors. Furthermore, whilst this study aimed to explore a range of activities and individual perspectives across multiple organisations, the ultimate outcome of this research was to produce a conceptual framework that extends theory by placing greater emphasis on the influence of contextual and societal factors. This study identified a plethora of factors that contribute to successful PPI; some of which had been found in previous research (such as personal barriers for laypeople). The constraining role of organisational structures and hierarchies; the strong influence of Government policies and initiatives; and the gatekeeping role of PPI facilitators were novel to this research, or added nuances to existing literature. With regards to the latter, a key finding was the significant role PPI facilitators play in both the implementation and success of PPI work. Their role is essentially a mediator between their employer and patients and the public. This study identified that the role of the voice of patients and the public is negotiated via PPI facilitators, making these key to the success of PPI. PPI facilitators were both responsible for facilitating PPI activities and reporting back the results of that work to senior management (including Board members); the ultimate goal of which was to influence service improvements as well as long term organisational strategies. These findings indicate that a conceptual framework of PPI is needed that considers not just individual perspectives and methods of PPI, but also the process of negotiation via PPI facilitators in making PPI a success.

Published
2018

11. A collaborative approach to support people with a disability living in Australian group homes during the COVID-19 pandemic: a case study.

Author

Everingham, James, Todd, Sarah, Lo, Sarita Y., and Naganathan, Vasi

Subjects
*PREVENTION of epidemics, *CROSS-sectional method, *INTERPROFESSIONAL relations, *PERSONAL protective equipment, *INFECTION control, *PANDEMIC preparedness, *DESCRIPTIVE statistics, *INTELLECTUAL disabilities, *SURVEYS, *ELECTRONIC health records, *RESEARCH methodology, *MEDICAL records, *ACQUISITION of data, *DATA analysis software, *COVID-19 pandemic, *RESIDENTIAL care, *PEOPLE with disabilities, *VACCINATION status
Abstract

In this case study we describe how Sydney Local Health District (SLHD) Disability Inclusion and Advice Service (DIAS) provided support to disability group homes during the COVID-19 Delta and Omicron waves. The study provides insights into group home providers' experience of supports implemented by SLHD and other stakeholders. A mixed method approach was undertaken that included analysing data from a database and electronic medical records and a survey of disability group home managers. DIAS developed a range of processes to support prevention, outbreak preparedness and response. This included developing a Disability Shared Living COVID-19 Pathway, engaging with group home providers through a fortnightly Community of Practice, assisting with improving vaccination status and procuring personal protective equipment. During an outbreak DIAS provided a 24 h, 7 days per week on call support, coordinated outbreak management team meetings and collaborated with several internal and external stakeholders. SLHD infection prevention and control nurses were recruited to undertake a process of reviewing outbreak management plans and providing support during an outbreak. Most disability providers (86%) reported that they felt very prepared to manage outbreaks at the time of the survey (August 2022) compared with the pre-Delta wave, for which 36% reported feeling 'not prepared'. The proportion who rated the support from the stakeholders as very supportive/supportive was as follows: SLHD (100%), NSW Health (64%), National Disability Insurance Agency (50%) and National Disability Insurance Scheme Quality & Safeguards Commission (37%). Our case study provides insights into the support that LHDs can provide to disability homes in response to future outbreaks. What is known about the topic? People with a disability (PWD) are at higher risk of morbidity and mortality following COVID-19 infection but little is known about how PWD were supported during the COVID-19 pandemic. What does this paper add? Describes one local health district (LHD's) approach to prevent, manage and minimise COVID-19 outbreaks in disability group homes along with insights from the disability group home managers on their experience of support provided by the LHD and other stakeholders. What are the implications for practitioners? Awareness of effective strategies supporting PWD that could be replicated in health organisations. [ABSTRACT FROM AUTHOR]

Published
2024
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12. Reflecting on Reflection in Clinical Social Work: Unsettling a Key Social Work Strategy.

Author

Occhiuto, Katherine, Tarshis, Sarah, Todd, Sarah, and Gheorghe, Ruxandra

Subjects
PROFESSIONAL practice, SOCIAL workers, RESEARCH funding, SOCIAL services, INTERVIEWING, REFLECTION (Philosophy), SOCIAL work education, UNCERTAINTY, NONBINARY people, DESCRIPTIVE statistics, STUDENTS, SIMULATION methods in education, THEMATIC analysis, RESEARCH methodology, MEMORY, CONCEPTUAL structures, RESEARCH, PROFESSIONAL employee training, INTERPERSONAL relations, COUNSELING, CASE studies, VIDEO recording
Abstract

This study calls into question some of assumptions within social work education and practice regarding the transformational potential of reflection-on-practice. Participants (n  = 34) in this simulation-based study each engaged in two clinically focused simulations, each followed by an interview which included observing segments of their video-recorded simulations. The objectives of this study are to make some sense of the misalignments between participants' post-simulation reflections of their practice behaviours, and the practice behaviours observed by the research team, and later by participants themselves. Findings illustrate that: (i) how clients and the session are understood in the moment can be different than how they are understood post-client engagement; (ii) reflections of practice behaviours can be tied to how individuals want to be, which are not necessarily aligned with how they are in the moment; and (iii) reflections are intertwined with awareness of oneself. These results identify some of the limitations of individualised reflective activities, and demonstrate the powerful potential of collective reflection on recordings of simulations to challenge memory distortions, retrospective biases and to promote greater accountability to ourselves as social workers, and to those we work with. [ABSTRACT FROM AUTHOR]

Published
2024
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13. Teaching Subjectively: Interdisciplinary Insights

Author

Douglas, Stacy, Kuzmarov, Betina, Schwartz, Karen, Sucharov, Mira, and Todd, Sarah L.

Abstract

This article of linked, short essays reflecting on the experiences of five female scholars across three disciplines--law, social work and political science--draws upon Britzman's (1991) notion of the "dialogic discourse" to explore how these professors' sense of self is constituted through interplay with colleagues and their perceptions of students within the classroom. The authors explore the teacher/learner relationship as a dialogue within which learners and educators shape each other as they come to understand how and what they know. What the collection makes explicit is what is often only implicit, that the ways in which professors understand their practices and subjective self is central to the identity of "a professor," which is never stable or certain, but is always a creative practice. Such practices, we argue, are best sustained through collegial reflective practices that help us make sense of ourselves and continue our work.

Published
2016

14. What Does Social Justice Look Like When Sitting with Clients? A Qualitative Study of Teaching Clinical Social Work from a Social Justice Perspective

Author

Asakura, Kenta, Strumm, Brianna, Todd, Sarah, and Varghese, Rani

Abstract

The profession of social work emphasizes social justice in its service delivery, yet there is a paucity of literature on how to teach clinical practice from a social justice perspective. This qualitative study with Canadian social work educators (n=12) suggests the following ways in which educators taught clinical social work from a social justice perspective: (1) integrating critical social theories in conceptualizing clinical practice, (2) engaging in transformative pedagogies, and (3) navigating professional commitments. While addressing various forms of social injustices is a mandate for all social workers, enactment of social justice within clinical practice remains an area of concern. Results suggest concrete ways in which social work educators can engage students in developing their commitment to social justice.

Published
2020
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15. A Call to Action on Artificial Intelligence and Social Work Education: Lessons Learned from a Simulation Project Using Natural Language Processing

Author

Asakura, Kenta, Occhiuto, Katherine, Todd, Sarah, Leithead, Cedar, and Clapperton, Robert

Abstract

In discussing a university-industry partnership on the development of an Artificial Intelligence (AI)-based simulation platform, this conceptual paper explores the use of Natural Language Processing (NLP) as a pedagogical innovation in social work. Critically reflecting upon this ongoing project, we discuss the current promises and limitations of NLP for social work education. The Community of Inquiry (CoI) framework theoretically informs "lessons learned" from this case study and provides a call to action for social work educators to play a greater role in developing and researching pedagogies supported by currently evolving AI technologies.

Published
2020
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23. Protocol for direct reporting of awareness in maternity patients (DREAMY): a prospective, multicentre cohort study of accidental awareness during general anaesthesia

Author

A'Court, Alicja, Abdel-Gadir, Dina, Abdu, Ayman, Abisogun, Caroline, Aboud, Zainab, Abrams, Judith, Ackerman, Andrea, Adamso, Christine, Addison, Rachel, Adeyeye, Adedayo, Adler, Rachel, Aduse-Poku, Maame, Adyanthaya, Siddharth, Ahmad, Najmiah, Ahmed, Dabeeruddeen, Ahmed, Atif, Akindele, Bucky, Akindele, Olubukola, Akrimi, Sonia, Al-Rawi, Samar, Ali, Yousif, Allam, Jo, Allana, Alisha, Allen, Kellie, Allen, Orlanda, Amaradasa, Natasha, Amarasekara, Lareina, Amoakwa-adu, Freda, Anandageetha, Padmanabhan, Anandakrishnan, Suresh, Anandanadesan, Rathai, Anderson, Michelle, Apps, Simon, Aquilina, Audrey, Arbane, Gill, Arch, Alice, Armstrong, Sarah, Arya, Rita, Ashiru, Gloria, Ashpole, Keri, Atkinson, Claire, Atkinson, Francesca, Auer, Elizabeth, Avery, Ben, Babio-Galan, Maite, Bader, Hareth, Badham, George, Bagchi, Subha, Bailey, Sarah, Baird, Yolanda, Balaka, Cristina, Baldwin, Melissa, Balfour, Paul, Bali, Shreya, Banks, Samantha, Barclay, Philip, Barnes, Lucy, Barnes, Thomas, Barot, Niraj, Barrett, Stephen, Barrett, Venetia, Barrett, Kate, Bates, Louise, Batte, Katherine, Baytug, Beki, Behravesh, Mona, Bell, Suzanne, Benloch, Raul, Bentley, Richard, Berg, Jennifer, Berwick, Charlotte, Berwick, Richard, Bhadange, Rashmi, Bhattacharyya, Sanjoy, Bielskute, Egidija, Birch, Sian, Bird, Scott, Bird, Ruth, Birts, William, Black, Becky, Blagova, Tatyana, Blake, Holly, Blightman, Oliver, Blunden, Susara, Bolton, Richard, Borkett-Jones, Caroline, Boselli, John, Bowen, Manuella, Bowen, Ruth, Bowye, James, Boyle, Henry, Brar, Zameen, Bray, Jo, Brayshaw, Samantha, Bressington, Catherine, Brewer, Alison, Brice, Naomi, Bridge, Laura, Briscoe, James, Brocklesby, Sonia, Brown, Harry, Brown, Sarah, Brunnen, Derek, Burijintichenna, Keshavareddy, Burnard, Sara, Burtt, Agnieszka, Buswell, Victoria, Bykar, Hannah, Cairney, Matthew, Calvert, Clare, Camarasa, Laura, Campbell, Natasha, Campbell-Jones, Frederick, Cantliffe, Jane, Carrol, William, Carvalho, Joanna, Cashell, Catherine, Cassie, Sarah, Cassim, Kadu, Chandler, Marika, Chapman, Rachel, Charles, Robert, Chen, Ping, Cheyne, Deanne, Chima, Kiran, Chin, Floju, Chirvasuta, Radu, Shao Chong, Martin, Choudhury, Sadia, Chowdhury, Priyakam, Christmas, Tracey, Chughwani, Shilpa, Ciechanowicz, Sarah, Clarey, Emma, Coe, Rob, Cohen, Jolyon, Coker, Nicholas, Collins, Karen, Collis, Lauren, Comar, Jasna, Conroy, Marianne, Constantin, Kathy, Corfe, Jeremy, Coulborn, Elaine, Cowie, Vanessa, Crone, Rachel, Cronin, James, Crooks, Jennifer, Crowther, Nicola, Crowther, Elizabeth, Cruz, Carina, Curtis, Alexa, Curtis, Sarah, Curtis, Sam, Dabrowicz, Adrian, Daines, Nick, Dalal, Viral, Dannatt, Peter, Das, Dinesh, Dash, Jennifer, Davidson, Katherine, Davies, Sarah, Davis, Yvette, Dawson, James, Dean, Jonathan, Dean, Caroline, Denman, Jane, Desai, Neel, Dewan, Preeti, Dimont, Sarah, Donovan, Clare, Doraiswami, Mano, Doughty, Kate, Douglass, Jamie, Dower, Michelle, Downing, Samantha, Duberry, Wendy, Duckham, Emily, Dudgeon, Lucy, Dukes, Stephanie, Dunn, Leigh, Duraiswamy, Venkat, O' Dwyer, Anthony, Dyer, Kristyn, Eapen, Suresh, Earl, Mark, Eason, Sally, Edwards, Kylie-Ellen, Edwards, Zara, Egole, Osinachi, Ekpa, John, El-Amin, Olivia, El-Boghdadly, Kariem, Elbasir, Okba, Eldridge, James, Elgie, Laura, Ellington, Matt, Elliott, Katharine, Elliott, Justine, Elmi, Mohamed, Elnoumeir, Ramy, Emeakaraoha, Eunice, Evans, Matt, Everett, Mary, Fabb, Philippa, Farooq, Hadia, Farrimond, Rohan, Faulds, Fiona, Fawcett, Erik, Feneley, Andrew, Fernando, Dinushi, Ferns, Janis, Finlay, Claire, Fitzgerald, Simon, O'Flaherty, Doireann, Fleet, Mark, Fletcher, Lydia, Fludder, Vanessa, Follet, Terri, Forbes, Jane, Forth, Mark, Foster, Greg, Francis, John, Fraser, Kate, Friedman, Lauren, Fruggeri, Luca, Fulton, Laura, Funnell, Sam, Gadre, Amit, Gandhi, Ajay, Gardiner, Harriet, Garner, Zoe, Garvey, Gráinne, Gately, Tom, George, Richard, Gillespie, Siobhan, Glover, Stephanie, Goddard, Jennifer, Goodman, Ben, Gopal, Tarikere, Graham, George, Green, David, Griffin, Denise, Griffith, Jessica, Grigsby, Stephanie, Grindey, Julie, Griffiths, Huw, Groome, Jonathan, Grother, Christine, Grounds, Gabrielle, Groves, Alice, Guha, Abhik, Gunawardhana, Amila, Gupta, Aman, Gupta, Rekha, Gutsell, James, Haddon, Richard, Hadi, Dina, Hadjipavlou, Nicola, Hammerbeck, Henry, Hammon, Laura, Hammond, Sarah, Hampanna, Hampesh, Hancock, Holly, Handapangoda, Hemantha, Haroon-Mowahed, Yumna, Harpham, Dawn, Harris, Grant, Harrison, Abigail, Harshan, Divya, Hartopp, Andrew, Harty, Eoin, Haslam, Nick, Hawkins, Gemma, Hawkins, Edith, Hawksey, Sarah, Hays, Carole, Hazelton, Tracy, Heavyside, Andrew, Hemeson, Chibuzo, Henderson, Katrina, Henry, Oliver, Herbert, Lara, Higgins, Nikki, Hilton, James, Hindmoor, Claire, Hitchcock, Rachael, Hobbs, Laura, Homsy, Michele, Honeywell, Cassandra, Hoque, Nazima, House, Kirsty, Howle, Ryan, Tiller, Amanda, Huniak, Matthew, Hunte, Jeremy, Husain, Tauqeer, Huson, Coralie, Hussain, Catriona, Hussain, Tawhida, Hussein, Zainab, Hyams, Jeremy, Hyde, Eleanor, Iaverdino, Marina, Ignacka, Alex, Innes, Erin, Ioannidis, Stefanos, Iqbal, Rehana, Ismail, Fahja, Jackson, Jenny, Jackson, Michael, Jackson, Guy, Jacobs, Robyn, Jadhav, Poonam, Jalaly, Aisha, James, Lorraine, James, Monica, Jani, Surekha, Jeganathan, Chandran, Joannides, Claire, Johnson, Robert, Johnson, Thosa, Johnston, Carolyn, Jones, Reeanne, Jones, Tom, Kadr, Miran, Kainth, Rasmeet, Kane, Jenna, Kanji, Rafiq, Kannanparambil, Sunil, Kar, Girish, Kasianandan, Theanalli, Kaskos, Husam, Kavanagh, Lisa, Kaye, Richard, Kelliher, Leith, Kelliot, Serena, Kelly, Jemma, Kelly, Jenna, Kenyon, Carol, Kessack, Laura, Kestner, Samuel, Khaku, Mohammed, Khaleeq, Sophia, Khan, Pervaz, Khan, Sabeen, Kidwai, Usamah, King, Christopher, King, Helen, Kingston, Elizabeth, Kok, Waisun, Konig, Rebekka, Konstantinova, Zheyna, Krishnan, Priya, Kua, Justin, Kuntumalla, Kavitha, Kursumovic, Emira, Kurzatkowski, Krzysztof, Kuttambakam, Hariprasad, Lane, Katherine, Lane, Sophie, Langton, Andrew, Latif, Hamad, Lau, Norlan, Laxman, Shyam, Laycock, Helen, Lee, Rachel, Leonardi, Silvia, Light, Karen, Lightfoot, Heidi, Liu, Shuang, Liyanage, Sanduni, Lowe, Jessica, Lucas, Nuala, Lungu, Miyoba, Lunn, Marianne, Lynes, Heather, Machavarapu, Kishore, Mackenzie, Matthew, Major, Jonathan, Male, Victoria, Malik, Zain, Manso, Katarina, Maquinana, Myrna, Marciniak, Katarzyna, Maronge, Lizzie, Marsh, Chris, Martella, Carmela, Martin, Nicki, Martins, Nicole, Marway, Jaspreet, Mason, Louisa, Mason, Lucy, Masood, Nadia, Masters, James, Maton-Howarth, Matthew, Mazzola, Francesca, McAllister, Tamsin, McCarthy, Rachel, McCormick, Claire, McCready, Sharon, McDougall, Steffan, Mcewan, Lorna, McGarry, Jon, McKevitt, Helen, Mckinley, Stephanie, Mckskeane, Anna, McMaster, Eloise, McMonagle, Martina, McNamara, Helen, McPhee, Hannah, McRae, Laura, Mead, Dee, Meadows, Emma, Mehta, Madhur, Meikle, Joanne, Metodiev, Yavor, Michael, Chloe, Millar, Victoria, Miller, Sarah, Miller, Gregg, Milne, Sezanne, Miltsios, Kostas, Misquita, Lucia, Misquita, Simone, Mittal, Manasi, Mohamed, Mohamed, Powell Monaghan, Katherine, Monk, Joanna, Monkhouse, Alexandra, Monks, David, Montague, Laura, Moon, Angela, Moran, Jennifer, Moreton, Annette, Morgan, Endaf, Morgan, Oliver, Morland, Danny, Morosan, Monica, Morris, Kimberley, Morris, Andrea, Moser, Clare, Mount, Manulella, Muir, Carol, Mupudzi, McDonald, Murali, Mayur, Murdoch, Iona, Murray, Heather, Murray, Theresa, Murrell, Karen, Narasimha Murthy, Girish, Neeley, Diana, Nei, Hannah, Neil, Kerry, Nejim, Tara, Nel, Mark, Nicholson, Anne, Nicklin, Angela, Nolan, Catherine, Nolan, Tracey, Nurmi, Eveliina, O'Neill, Bridie, Oakes, Christie, Oakes, Neil, Ochoa-Ferraro, Maria, Odeleye, Nike, Oliver, Katy, Oliver, Mark, Onslow, Julie, Onwochei, Desire, Oommen, Thomas, Orr, Tim, Osagie, Osato, Osborn, Hannah, Overend, Jennie, Owston, Hazel, Pack, Emma, Padhi, Pulak, Palani, Prabvathy, Pandey, Rajesh, Pandya, Dhruti, Panesar, Navjot, Papageorgiou, Con, Papanastasiou, Georgios, Papoutsos, Costas, Pararajasingham, Suji, Parry, James, Patel, Hasita, Patel, Jaishel, Patel, Jiten, Patel, Kaumudi, Patel, Kiran, Patel, Mitul, Patel, Reshma, Patel, Ruchira, Patel, Nimisha, Pathak, Sangeeta, Pearson, Fiona, Peciulene, Viktorija, Peers, Beth, Peirce, Benjamin, Pepper, Stacey, Perinpanayagam, Jasmina, Perry, Hollie, Petrova, Nadya, Phillips, Trudie, Phillips, Sioned, Phylactides, Leonidas, Pilkington, Felicity, Plumb, James, Poimenidi, Evangelia, Sau Kuk Poon, Anna, Potter, Thomas, Poultney, Una, Powell, Lucy, Prenter, Andrew, Preston, Katie, Price, Anna, Pritchard, Naomi, Pullen, Jenny, Purohit, Manishi, Quamina, Charlotte, Qureshi, Jibran, Rajput, Zahra, Ramage, Stephen, Ramanathan, Tamilselvi, Ranasinghe, Upeka, Ranatunga, Kalum, Rand, Abby, Randive, Seema, Rangarajan, Desikan, Rao, Chandana, Rao Pelluri, Sambasiva, Ratnasingham, Antony, Razzaque, Jamil, Reddy, Anuvidya, Redington, Katie, Reel, Emma, Remeta, Peter, Ricco, Francesca, Riccoboni, Anna, Rice, Polly, Rich, Mel, Richards, Nicole, Riches, Joanne, Ripoll, Simon, Roberts, Fleur, Roberts, Kitty, Robins, Kay, Robinson, Susie, Roche, Samantha, Rojo, Maria, Carmela Romano, Milena, Rosser, Hilary, Roughley, Lindsay, Routley, Catriona, Rowley, Christine, Rudra, Pallab, Russell, Robin, Ryan, Christine, Saad, Chloe, Sadeghi, Abtin, Salberg, Armorel, Samuel, Matt, Samuels, Rebecca, Sanapala, Suresh, Sanusi, Seliat, Sarao, Sarbpreet, Sathyabhama, Sathyabhama, Saunders, Zoe, Sawarzynska-ryszka, Bernadetta, Sceales, Panagiota, Sceales, Penny, Schumacher, Natasha, Schwartz, Nuala, Sellers, Claudia, Sellers, Heather, Sellick, Jessica, Sen, Soumen, Senaratne, Dhaneesha, Senbeto, Sarah, Seneviratna, Dineth, Setty, Thunga, Shah, Raj, Shah, Sonia, Shambly, James, Sharafudeen. Imran Sharieff, Saju, Sharifi, Laurence, Sharpe, Lisa, Shaw, Michael, Sheldrake, Ian, Shinde, Priya, Shonfeld. Jonathon Short, Adam, Siah, Julian, Sibug. Omar Siddique, Sheena, Siew, Sara, Simpson, Matthew, Singleton, Georgina, Sinha, Kathryn, Sinha, Aneeta, Sinnott, Matthew, Sivadhas, Harry, Sivakumar, Sivanth, Sivarajan, Boopathi, Sivarajan, Sinduja, Skeoch, Chris, Slade, Samuel, Slater, Paul, Smith, Camilla, Smith, Carys, Smith, Christopher, Smith, James, Smith, Lorraine, Smith, Annika, Smith, Edward, Smith, Ruth, Smith, Sue, Smith, Tim, Smithers, Helen, Smolen, Sue, Smyth, Claire, Snel, Toni, Snipe, Carol, Soltanifar, Sam, Sonawane, Nilesh, Soundararaja, Andal, Spence, Emily, Spiliopoulos, Mark, Srivastava, Chhavi, Stacey, Karen, Stafford, Helena, Staines, Nikki, Stead, Richard, Stevens, Emma, Stilwell, Alex, Stocks, Gary, Stokes, Aaron, Stone, Christopher, Straughan, Ben, Subbarathnam, Vanitha, Sudunagunta, Srinath, Sultan, Pervez, Suppiah, Puvan, Surve, Priyanka, Sutherland, Angus, Swanton, Rob, Swarbrick, Claire, Swinson, Amy, Syrrakou, Eleni, Tadbiri, Shahrzad, Tamhane, Preetam, Tamilselvan, Perumal, Tan, Andrew, Tanna, Shamil, Tarft, Hayley, Tarry, Laura, Taylor, Ian, Taylor, Suzanne, Tebbot, Julie, Theron, Svetlana, Thomas, Megan, Todd, Sarah, Tolliday, Hermione, Topham, Charlotte, Tovell, Nicholas, Traves, Martyn, Trodd, Dawn, Tufchi, Aseem, Turley, Katie, Turnbull, Marc, Turnbull, Chris, Turner, Oliver, Turner, William, Turney, Sharon, Tyagi, Eleanor, Uncles, David, Unsworth, Vanessa, Vadnere, Pradnya, Varadan, Rama, Vasishta, Vik, Veal, Andrew, Vedham, Lalitha, Venkaya, Jessica, Verghese, Miriam, Veronica, Icel, Vidanagamage, Dinesh, Vincent, Rachel, Vyapury, Vinodhan, Wain, Harris, Walbridge, Fiona, Walker, Elaine, Walsh, Pete, Walshe, Eleanor, Walters, Michelle, Wan, Yize, Wang, Cherry, Wankhade, Kavita, Waters, Gareth, Watts, Christopher, Webber, Alex, Wedgwood, Tom, Wee, Michael, Wellstead, Susan, White, Alison, Whitear, Michael, Whitefield, Lucy, Wilkinson, Sarah, Williams, Lauren, Williams, Rhys, Wilson, Dawn, Wilson, Samantha, Wimble, Katie, Winkley, Elaine, Winslow, Luke, Winwright, Paul, Wloch, Karolina, Wong, Gideon, Wong, Hannah, Man Wong, Jan, Wood, Tim, Wray, Sarah, Wrench, Ian, Wu, James, Wynn, Kynn, Yap, Yeng, Kuan Yeow, Chia, Young, Emily, Yusaf, Alex, Uz Zafar, Saeed, Zeinali, Darius, Zhang, Sheldon, Zope, Sarvesh, Zucco, Liana, Anwar, Sibtain, Blunt, Nadia, Cronin, John, Grover, Vimal, Grailey, Kate, Grey, Martin, Highton, David, Hopkins, Phil, Kemp, Harriet, Lo, Queenie, Martin, Daniel, Morkane, Clare, O'Carroll, James, Oliver, Charles, Post, Benjamin, Visram, Anil, Wickham, Alex, Odor, P.M., Bampoe, S., Lucas, D.N., Moonesinghe, S.R., Andrade, J., and Pandit, J.J.

Published
2020
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24. Dream-visions in Boccaccio and Petrarch

Author

Todd, Sarah Jane, Richardson, Brian F., and Treherne, Matthew

Subjects
858
Abstract

Dream-visions formed an integral part of literature since the Ancient Greek period, with discussions about their prophetic and revelatory value appearing alongside poetry, prose, and autobiographical accounts of visions. By the Middle Ages the popularity of the oneiric form reached a new height. This thesis examines the presence of dream-visions in three works from the fourteenth century: Boccaccio’s Amorosa visione and Corbaccio, and Petrarch’s Triumphi. It looks specifically at the ways in which the two authors drew upon existing oneiric sources in the composition of their own texts. Chapter 1 contextualises the thesis. It examines the different models of dream-vision texts which would have been available to Boccaccio and Petrarch when composing their oneiric narratives, and looks at the specific terminology used to describe dreams and their varying functions within biblical, fictional, and philosophical writings. This in turn helps to establish a set of conventions for dream-vision literature, which Boccaccio and Petrarch would have been able consciously to employ (or not) within their own texts. Chapter 2 examines the ways in which Boccaccio and Petrarch discuss and use dreams and visions within their non-dream-vision texts. It looks not only at their fictional dream-visions, but also at autobiographical and philosophical works written by the authors on the subject of dreaming, the presence of visions within their respective poems and prose, and discussions within their texts regarding the specific terminology one should use to discuss different types of dream experience. Chapter 3 considers the ways in which Boccaccio experiments with form and structure within the Amorosa visione, and the impact this has upon the resulting dream-vision text. It looks specifically at the use of the spirit-guide motif and Boccaccio’s unusual employment of the framing dream. Similarly, Chapter 4 looks at the various ways Petrarch deviates from the established norms of the dream-vision traditions within his Triumphi by employing multiple and simultaneous visions within a single text. In Chapter 5 Boccaccio’s Corbaccio is examined in the context of various literary traditions. The chapter considers how Boccaccio engages with his predecessors in the creation of his dream-vision text, and the ways in which he combines various literary elements in order to create a work which is both innovative and reliant on the encyclopaedic knowledge of oneiric works he possesses. In the conclusion the findings from each chapter are drawn together to present a view of the Amorosa visione, Triumphi, and Corbaccio as works which are simultaneously rooted in established traditions while at the same time testing the boundaries of the very genres to which they belong.

Published
2015

26. Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy

Author

Asakura, Kenta, Todd, Sarah, Eagle, Brooke, and Morris, Brenda

Abstract

Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching students with placements based on availability and interest. Using critical and relational theories, this article conceptualizes field coordination as a negotiated pedagogy in which the coordinators navigate complex and often competing needs among students, field agencies, and social work practice. In making visible its nuances and intricacies, we suggest that field coordination is a critical relational pedagogy essential to advancing social work education.

Published
2018
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30. Teaching Note—Adapting to Online Live Streamed OSCEs.

Author

Sewell, Karen M., Occhiuto, Katherine, Tarshis, Sarah, Kalmanovich, Alicia, and Todd, Sarah

Subjects
COMMUNITIES of practice, SOCIAL workers, SCHOOLS, TEACHING methods, PSYCHOLOGICAL adaptation, SOCIAL work education, REFLECTION (Philosophy), STUDENTS, CLINICAL competence, ONLINE education, LEARNING strategies, SOCIAL support, COVID-19 pandemic
Abstract

This teaching note describes how a school of social work adapted Objective Structured Clinical Examinations (OSCE) during the COVID-19 pandemic to an online live-streamed format, providing students the opportunity to engage in this experiential learning activity despite pandemic-related limitations. A step-by-step process for developing online OSCEs is described, highlighting three key areas—planning, training, and implementation—and the significance of developing a community of practice. Reflections from our team on promising practices for conducting a live-stream OSCE, and insights from the perspectives of simulated clients (n=4), and experienced OSCE raters (n=6) are shared. Implications are described to support future teaching as educators are compelled to continuously prepare social work students for the online realities of practice beyond COVID-19. [ABSTRACT FROM AUTHOR]

Published
2024
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32. Feasibility and safety of planned early discharge following laparotomy in gynecologic oncology with enhanced recovery protocol including opioid-sparing anesthesia

Author

Kuznicki, Michelle L., primary, Yasukawa, Maya, additional, Mallen, Adrianne R., additional, Lam, Clarissa, additional, Eggers, Erica, additional, Regis, Jefferson, additional, Wells, Ali, additional, Todd, Sarah L., additional, Robertson, Sharon E., additional, Tanner, Jean-Paul, additional, Anderson, Matthew L., additional, and Rutherford, Thomas J., additional

Published
2023
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44. 'Essential Cogs in the Innovation Machine': The Discourse of Innovation in Ontario Educational Reform

Author

Moffatt, Ken, Panitch, Melanie, Parada, Henry, Todd, Sarah, Barnoff, Lisa, and Aslett, Jordan

Abstract

In this article the authors explore a Canadian example of how the language of innovation reproduces discourses of neoliberalism in postsecondary education policy documents. How innovation is defined and used in postsecondary education is explored through the analysis of international and regional policy documents. Through their research they ask how has the global discourse of innovation been incorporated into the transformation of postsecondary education in Ontario, Canada's most populous province. Further we ask the question, what does innovation signify in the policies and directives of postsecondary institutions in Ontario? As well, does innovation reproduce neoliberal discourses of profitability, uncertainty and the knowledge economy when it is situated in policies that affect postsecondary governance? They argue that innovation is a discursive practice with specific and profound impacts on the language of higher education. By focusing on the province of Ontario, the authors were able to explore how documents produced by the government and its related agencies about higher education encourage innovation, creativity, and entrepreneurship in an attempt to increase productivity.

Published
2016
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48. Kidney thrombotic microangiopathy in lupus nephritis: Impact on treatment and prognosis

Author

Hu, Yichun, Kotzen, Elizabeth, Todd, Sarah, Massicotte-Azarniouch, David, Jain, Koyal, and Hogan, Susan L.

Subjects
Proteinuria, Rheumatology, Thrombotic Microangiopathies, Biopsy, Creatinine, Humans, Kidney Failure, Chronic, Lupus Erythematosus, Systemic, Kidney, Prognosis, Lupus Nephritis, Retrospective Studies
Abstract

Introduction Lupus nephritis (LN) may present with thrombotic microangiopathy (TMA) on kidney biopsy, the impact of which on outcomes is unclear. This study examined the prognostic importance of LN with TMA on kidney biopsy, including response to therapy and long-term outcomes. Methods We conducted a single-center, retrospective study of all cases of LN with concomitant TMA on kidney biopsy in the Glomerular Disease Collaborative Network database. Controls were individuals with LN without TMA matched to cases based on demographic and clinical variables. Outcomes were remission at 6- and 12-months, end-stage kidney disease (ESKD) and death. Logistic regression and Cox proportional hazards models were used to ascertain the risks for outcomes, with adjustment for serum creatinine and proteinuria. Results There were 17 cases and 28 controls. Cases had higher creatinine, higher proteinuria and greater chronicity on biopsy at baseline compared to controls. The rates of remission at 6-months and 12-months were similar between cases and controls (6-months 53.9% vs 46.4%, adjusted OR 2.54, 95% CI 0.48, 13.37; 12-months 53.9% vs 50.0%, adjusted OR 2.95, 95% CI 0.44, 19.78). Cases were at greater risk for ESKD in univariate analysis (HR 3.77; 95% CI 1.24, 11.41) but not when adjusting for serum creatinine and proteinuria (HR 2.20; 95% CI 0.63, 7.71). There was no significant difference in the risk of death between cases and controls. Conclusion Lupus nephritis with renal TMA likely responds to therapy similarly to those without TMA; risk for ESKD is not significantly increased, although the influence of renal function and proteinuria in larger samples is needed.

Published
2022

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