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Learning to Teach in a New Era provides a positive, future-oriented approach to preparing preservice and beginning teachers to teach and to embrace the rewarding aspects of working in the educational sphere. Learning to Teach in a New Era supports learners to understand and address the mandatory accreditation requirements of teaching in Australia. Emerging teachers are encouraged to develop and reflect on their philosophies of teaching, supported by features including scenarios, teacher reflections, critical thinking questions, research activities and review questions. This edition features a significant new chapter exploring the importance of trauma-informed practice, and incorporates expanded discussions about diversity and inclusion. Written by a team of authors with diverse expertise in the field of education, Learning to Teach in a New Era provides an essential introduction to educational practice.
In this book, we provide a positive, futures-oriented approach to assist you to build on your knowledge, skills, strengths and abilities so that you are prepared for teaching in the current era and able to embrace the many rewards associated with working in the educational sphere. Cognisant of the standardised and high-stakes accountability contexts within which teachers now work, the book will assist in preparing you to understand, and to begin to address, the mandatory accreditation requirements for teaching in Australia. From the outset, you will also be encouraged to develop and reflect on your own personal and professional philosophies of teaching. This chapter introduces some of the literature, research and practices that will help students learn about and reflect on teaching and the teaching profession. It also introduces relevant information about Australia’s school communities and school structures so students can best understand the complex and diverse nature of the work involved in teaching children across the full learning spectrum from early years to senior secondary.
Learning to Teach in a New Era is a foundational text with scope for use throughout an entire initial teacher education (ITE) degree program. The book equips preservice teachers with introductory understanding and skills in the areas of professional knowledge, professional practice and professional engagement. Aligned with the Australian Professional Standards for Teachers (APST) and the Australian Curriculum, it contributes to the preparation of those in early childhood, primary and secondary preservice education to meet the Graduate Standards.
As a novice teacher, it is important for students to be aware that they are entering a profession with a set of guiding policy frameworks to inform their knowledge, practice and engagement. Chapter 1 introduced a range of data snapshots that provide insight into current Australian and global education systems in the twenty-first century. Data are increasingly used to inform policy, but policy is also shaped by many other complex and multifaceted factors operating across both local and global contexts. This chapter further examines the education landscape and looks at how policy is shaped by, and in turn shapes, our educational thinking, work, teaching practices and future research.
The First Large Absorption Survey in H i (FLASH) is a large-area radio survey for neutral hydrogen in and around galaxies in the intermediate redshift range $0.4\lt z\lt1.0$, using the 21-cm H i absorption line as a probe of cold neutral gas. The survey uses the ASKAP radio telescope and will cover 24,000 deg$^2$ of sky over the next five years. FLASH breaks new ground in two ways – it is the first large H i absorption survey to be carried out without any optical preselection of targets, and we use an automated Bayesian line-finding tool to search through large datasets and assign a statistical significance to potential line detections. Two Pilot Surveys, covering around 3000 deg$^2$ of sky, were carried out in 2019-22 to test and verify the strategy for the full FLASH survey. The processed data products from these Pilot Surveys (spectral-line cubes, continuum images, and catalogues) are public and available online. In this paper, we describe the FLASH spectral-line and continuum data products and discuss the quality of the H i spectra and the completeness of our automated line search. Finally, we present a set of 30 new H i absorption lines that were robustly detected in the Pilot Surveys, almost doubling the number of known H i absorption systems at $0.4\lt z\lt1$. The detected lines span a wide range in H i optical depth, including three lines with a peak optical depth $\tau\gt1$, and appear to be a mixture of intervening and associated systems. Interestingly, around two-thirds of the lines found in this untargeted sample are detected against sources with a peaked-spectrum radio continuum, which are only a minor (5–20%) fraction of the overall radio-source population. The detection rate for H i absorption lines in the Pilot Surveys (0.3 to 0.5 lines per 40 deg$^2$ ASKAP field) is a factor of two below the expected value. One possible reason for this is the presence of a range of spectral-line artefacts in the Pilot Survey data that have now been mitigated and are not expected to recur in the full FLASH survey. A future paper in this series will discuss the host galaxies of the H i absorption systems identified here.
The global utility of acceptance and commitment therapy highlights the need for adapting measures that can effectively capture the richness of psychological flexibility. One such instrument is the Comprehensive Assessment of Acceptance and Commitment Therapy Processes (CompACT). We translated the CompACT into Luganda and adapted it for use in Uganda. The original CompACT was translated into the Luganda language and reviewed through a series of evaluations. Nine mental health professionals participated in one-on-one interviews, while a focus group of eight culturally competent laypersons provided further insights. Their feedback resulted in revisions to enhance the instrument’s clarity, relevance, acceptability and completeness. The revised version was then cognitively tested with n = 25 trainees at Makerere University. Input from these various groups was synthesized and triangulated to develop the final version. A total of 23 items were adapted to improve the comprehensibility and completeness of the scale. Overall, respondents deemed the tool clear and acceptable. This study highlights the importance of a rigorous adaptation process, including translation, expert review, cognitive testing and feedback triangulation, to ensure psychological measures remain valid and relevant across cultures. Such an approach ensures accuracy in diverse contexts and provides a model for adapting psychological instruments for non-Western populations.
Although dementia is a terminal condition, palliation can be a challenge for clinical services. As dementia progresses, people frequently develop behavioural and psychological symptoms, sometimes so severe they require care in specialist dementia mental health wards. Although these are often a marker of late disease, there has been little research on the mortality of people admitted to these wards.
Aims
We sought to describe the mortality of this group, both on-ward and after discharge, and to investigate clinical features predicting 1-year mortality.
Method
First, we conducted a retrospective analysis of 576 people with dementia admitted to the Cambridgeshire and Peterborough National Health Service (NHS) Foundation Trust dementia wards over an 8-year period. We attempted to identify predictors of mortality and build predictive machine learning models. To investigate deaths occurring during admission, we conducted a second analysis as a retrospective service evaluation involving mental health wards for people with dementia at four NHS trusts, including 1976 admissions over 7 years.
Results
Survival following admission showed high variability, with a median of 1201 days (3.3 years). We were not able to accurately predict those at high risk of death from clinical data. We found that on-ward mortality remains rare but had increased from 3 deaths per year in 2013 to 13 in 2019.
Conclusions
We suggest that arrangements to ensure effective palliation are available on all such wards. It is not clear where discussions around end-of-life care are best placed in the dementia pathway, but we suggest it should be considered at admission.
Little guidance exists for developing institutional policies and procedures that support financial management of community-engaged research, including those related to compensating community partners equitably and efficiently for their expertise and time. To address this gap at our institution, the North Carolina Translational and Clinical Sciences Institute at the University of North Carolina at Chapel Hill (UNC) pursued an iterative, multi-pronged approach to identify and address institutional barriers and facilitators related to community partner compensation for research engagement. This case study describes the approach used to involve research administrative leadership, research teams, and community partners at UNC in the identification of institutional barriers to efficient partner compensation. It also elucidates our efforts to develop policies, processes, and resources to address these barriers. The approaches and solutions described can be adapted by other academic research institutions to enhance compensation processes and to facilitate incorporation of community perspectives into the design and implementation of institutional processes that directly impact their engagement in research.