bluuebunny/crossref_metadata_2025 huggingface dataset:
Differential Influx of Natural Plant Growth Regulators during Embryogeny in the Recalcitrant Seeds of Syzygium cumini (L) Skeels
Authors: Nair Parvathy S. , Kumar K.G. Ajith , Gayatri G.P. , . Ajayakumar
Published: January 2022

Background: The hormonal up-regulation and down-regulation in recalcitrant seeds, on the other hand, has received little research. We tested fou plant growth regulators from distinct families of phytohormones at the same time to better understand their differential input from maternal tissues to growing Syzygium cumini seeds. Methods: During April-June 2020, seeds were collected in their native habitats in the Western Ghats. Seeds were chosen at random from each treatment. The embryonic tissues of seeds were chopped up and frozen for LC-MS/MS hormonal profiling. Result: Except for ABA, the dynamics of key plant hormones in this recalcitrant seed were identical to that of desiccation-tolerant orthodox seeds. When compared to other conventional seeds, SA was shown to accumulate at an unusually high level in mature embryonic tissues, demonstrating the highly hydrated seed’s defense mechanism against fungal attack following seed shedding.
Portfolios and practice-based learning
Authors: Heron Gavin , Lerpiniere Jennifer , Church Stephanie
Published: January 2022

Whilst the practice placement is widely regarded as an integral component of social work qualifying courses there is less agreement about the most effective way of assessing student learning during this period on the course. This study explored students’ perceptions of a portfolio that was linked to the practice placement. The findings suggest the portfolio contributes positively to the learning process; however, this may be determined more by the separate parts of work than the compilation of an integrated or ‘holistic’ portfolio. If the portfolio is to be an effective assessment tool, it needs to complement fully students’ experience on placement rather than detract attention from it. Improvements in design will have to be mirrored by effective communication between tutors and practice teachers if the portfolio is to maximise practice learning.
Engaging students in practice learning through a model of group supervision
Authors: Howie Jayne , MacSporran Jill
Published: January 2022

Group learning is established as a productive way to educate and socialise social work students. The University of the West of Scotland has developed a small scale practice learning centre and a model of group supervision, to assist our students in assessed practice. This paper examines this method of learning, the students’ experience and their perceptions.Our evaluation confirms that when group management processes are employed and students are involved in focused activities, this is a productive method of learning. Group supervision encourages students to think analytically, developing competence and confidence, and provides opportunity for an exchange of ideas which develop reflective skills.Central to success is a programme which fits with the students’ stage of learning and practice teachers who attend to the learning environment, group process and dynamics. Providing these characteristics are in place and when used along with individual supervision, group supervision can offer students a richer learning environment.
An evaluation of student social workers’ experience of observational learning
Authors: Howie Jayne , McSporran Jill
Published: January 2022

The University of the West of Scotland utilises a model of Observational Practice Learning in the first two years of the BA (Hons) Social Work Programme. The theoretical framework used in developing this model of learning was that of reflective and transformative learning. This paper outlines our evaluation of these observational experiences in order to demonstrate how it aids students in merging practical and theoretical learning and examine whether it assists students in the development of the reflective skills required for assessed practice learning. Using a qualitative approach, we set out to evaluate the students’ perceptions and experiences of observational learning.The evaluation has shown that Observational Practice Learning enables students to make links between teaching and practice, with mentors, service users and tutors playing a pivotal role in developing students’ self awareness and prompting reflective thinking. Such experiences appear to have assisted in preparing students more effectively for their assessed practice learning opportunities later in the degree programme.
A scoping exercise of work-based learning and assessment in multidisciplinary health care in Scotland
Authors: Wright William , McDowell Joan RS , Leese Graham , McHardy Kenneth C
Published: January 2022

Work-based learning in health care is increasing due to demands for skill mix in the workforce. It brings specific challenges to employers, educationalists and students. A literature review was undertaken and a scoping exercise was conducted of work-based learning courses within Scotland. Ethical approval was acquired. Individuals were identified through Academic Heads, by snowballing and from University websites. Key people were interviewed and the perceived advantages and disadvantages of work based learning were identified. It can be labour intensive, difficult to assess and there are issues with quality assurance. However, its ability to link theory and practice, its relevance and flexibility were viewed as major advantages. It appears to be effective where there is very careful planning from both Universities and employers and appropriate resources are allocated. It is not a more economical method of education but practitioners state that it more effectively bridges theory-practice gaps than more traditional methods.
Insights from the classroom
Authors: Sommer Marni
Published: January 2022

A novel approach to expand ing student training in graduate masters of public health is to incorporate ethnographic methodological training, both observation and fieldwork, into courses teaching students about structural and environmental factors impacting on health outcomes. One such course is offered at the Mailman School of Public Health, Columbia University, where a course entitled ‘Structural Approaches in Global Health’ has both extended students’ prior methodological training, while also harnessing students’ insightful observations from their fieldwork and analysis of the New York City public health landscape.
Making rotational field placements work
Authors: Muskat Barbara , Bogo Marion , Perlman Illana
Published: January 2022

This paper describes the development and successful pilot of rotational placements by the social work faculty of a large Canadian university. Modifications required for the pilot are discussed, particularly related to recruiting settings, enlisting field instructors and students, developing new field materials, training field instructors in the model and developing an evaluation tool used by field instructors and students. The strengths, limitations and lessons learned from the experience are discussed as well as the potential usefulness of rotational placements as an approach to addressing resource challenges in field education.
‘Oh-oh … I’m under review!!!’
Authors: Sivertsen Nina
Published: January 2022

Teachers are a community, and the best communities are those with the capacity to learn from its experiences and the ability to use that learning to improve practice (Wenger et al., 2002). Peer review is a critical element of this process of learning and reflection and is essential towards enabling teachers to help one another as well as themselves become better practitioners of the teaching profession. This is a personal account of how it felt to be under peer review by a colleague.
An experience based model for practice learning
Authors: Plath Debbie
Published: January 2022

Social work education in Australia is responding to the changing social, political and economic contexts in which social work is practised. The Bachelor of Social Work program at the University of Newcastle, Australia, aims to educate competent social workers able to deal effectively with the changing challenges of the work environment. This is achieved through an experience based model of social work education. This paper, presented at the 2nd international conference of the Journal of Practice Teaching in Health and Social Work in London in April 2003, provides an overview of some social work education issues in Australia. The experience based learning model employed at the University of Newcastle is described and discussed in relation to social work field education.
DipSW students’ satisfaction with practice teaching on their first placement
Authors: Killick Campbell
Published: January 2022

This research report explores the influence of specific elements of the practice teaching role on students’ experience of placement learning. The findings provide a valuable insight at a time when placement learning is being reviewed.The entire population of first placement students in Northern Ireland (approximately 240) was surveyed using a short questionnaire. 149 Questionnaires were returned providing a response rate of 62.5%.Students did not indicate any strong preference for long-arm or singleton practice teaching identifying strengths and weaknesses specific to each model. There was some evidence that these two models provide distinctly different forms of placement learning. Students seemed to value well organised support groups but attitudes to group supervision were mixed. Supervision style seemed to be influenced by practice teacher gender and model of supervision. The practice teacher/ student gender mix and the age and experience of the student were found to influence the placement experience.
Integrating theory and practice
Authors: Collingwood Pat
Published: January 2022

This paper explores the theme of theory for practice in social work education, taking as its focus the application of a theoretical model called the Three-Stage Theory Framework for relating theory to practice during practicebased learning for social work. The article is derived from a research study carried out over a period of six months and presented for academic award in March 2005.The study demonstrates that the Three-Stage Theory Framework does indeed provide a useful resource for student learning which is currently lacking in social work training; that the process of using the Framework has benefits for student learning, for the development of practice teaching and for social work education in university and in practice. The study also shows that the Framework is flexible, developmental and can be used in different ways for a range of learning styles, stages of training and contexts for learning.
Joined-up teaching
Authors: Goodyer Annabel , Sayer Lynn
Published: January 2022

In the UK, interprofessional working is becoming a cornerstone of social care practice. This article outlines how the authors, both academics in a university’s health and social care department, are developing the teaching of interprofessional skills as an integral component of effective child protection education. This has become particularly pertinent in light of the recent legislative and policy shifts highlighted within the Laming Report (2003) and Every Child Matters (DfES, 2003). The proposed interprofessional children’s teams will provide new challenges to all professions who hold child protection responsibilities. For students who exhibit high levels of anxiety about working in this area of practice, we have implemented an innovative and responsive educational programme to facilitate the development of knowledge and skills of interprofessional working within the field of child protection. By providing skills training in a professional setting, we aim to enable students to gain interprofessional knowledge through experience with practice.
Rethinking reflection
Authors: Hilsdon John
Published: January 2022

This paper reviews the theme of ‘reflection’ in an area of professional education. It draws upon a study involving twelve student nurses. The participants reported experiences of uncertainty, conflict and tension when asked to produce reflective written assignments related to their practice and university studies. These responses are examined and interpreted in relation to the purposes of reflection, and to issues of discourse and power.
Learning ‘at work’ during social work education:
Authors: Bolin Anette
Published: January 2022

The aim of this article is to describe and analyse the learning processes of Swedish social work students during and after periods of workplace-based learning. The article describes the process in which the practice learning opportunities that the students have been involved in are reflected upon, discussed, problematised and theorised, both in a series of workshops and via the process of the narrative description of critical incidents. Practice learning opportunities form an integral part of studies of social work in the Social Pedagogy program at the University West in Sweden, where a reflective approach to both campus and practice learning has been developed. In presenting the analysis of the reflective approach to studies of social work the article draws on both Scandinavian and international research and presents Säljö’s theory of situated learning and Nielsen & Kvale’s theory of Mesterlaerer in the analysis of the critical incident narratives of two individual social work students.
Back to School for social work students
Authors: Wilson Lynne , Hillison Karen
Published: January 2022

Every Child Matters: Change for children (DfES, 2004) places effective inter-professional working at the top of the child care agenda. Developing new opportunities for practice learning in different professional settings, therefore, is high on the agenda for all those concerned with the teaching of social work. Learning within a different professional setting can bring many benefits, but also challenges. This article outlines a well-established project in Hull, where student social workers have been experiencing practice learning opportunities in mainstream schools for the past four years. The project has been evaluated using an action research model and as such reflects the subsequent development and consolidation as the project has expanded. We highlight both the benefits and the challenges for all those concerned with these placements, addressing some of the issues for students, practice teachers, and work-based supervisors in their roles in this new approach.
How well does the preparation for practice delivered at the university prepare the student for their first practice learning opportunity in the Social Work Degree?
Authors: Walton Christine
Published: January 2022

This paper sets out to consider the requirement that social work students studying for the Degree in Social Work should be prepared for and assessed as ready and fit to practice before undertaking their first practice learning opportunity. The purpose of the study is to examine the essential elements of good preparation and to evaluate how well the teaching and assessment has prepared students in the South Yorkshire and North East Midland partnership from the perspective of their practice assessors.This qualitative study involved two key stages. Firstly, a focus group eliciting views from practice assessors on what the purpose and content of preparation for practice should be. Secondly, semi-structured interviews with practice assessors considering how well prepared for practice the first group of Social Work Degree students had been. Interviews were transcribed and data analysed using a ‘framework’ approach. Three major themes emerged, the communication of information on the preparation between student and practice assessor, the ability of students to relate their previous learning to practice and the understanding students demonstrated of the social work task and role.All practice assessors were positive about the benefits that preparation at the universities could have for practice but the majority of students did not share information on their preparation with their practice assessor. From this project it has been possible to make recommendations concerning the content of preparation but most importantly the importance of requiring that information on the content and learning in preparation should be shared by students with their practice assessor as the starting point for making direct links into their first practice learning opportunity.
Should you encourage students to assess themselves in practice learning? A guided self-efficacy approach to practice learning assessment
Authors: Parker Jonathan
Published: January 2022

Practice learning has assumed a place of central importance in the current qualifying education for social work in the UK. This paper seeks to explore whether students should be encouraged to contribute to the process of assessment and, assuming that they should, how this might be achieved. A self-efficacy model is proposed as a means of students assessing themselves and creating a constructive dialogue on their progress and development as beginning social workers.
Social work practice with Arab Muslim women living in Western societies
Authors: Schbley Bassima , Kaufman Mark
Published: January 2022

This article discusses how practice teachers and others involved in social work education can enhance the quality of services being provided to Arab Muslim women living in Western societies. It draws upon the relevant literature, as well as the results of a small-scale survey by the lead author of Arab Muslim women living in the United States. The authors argue that social work learning cannot be separated from the influence of culture, which sometimes includes religious beliefs and practices.
Failing to fail students in the caring professions
Authors: Shapton Mike
Published: January 2022

This article represents a personal view of the phenomenon of professionals ‘failing to fail’ students of questionable competence. It is mainly drawn from the author’s experience first as a practice teacher, then as a lecturer and manager of a social work qualifying programme and recently as tutor of a programme preparing social workers and others to become practice teachers and assessors. The article first examines aspects of the process of practice assessment and then argues that the turnover amongst those given this responsibility means that the expertise appropriate to undertaking such a complex task is difficult to accumulate. It then offers some remedies that focus more on organisational responses than simply on the individual professionals who take on this essential responsibility.Much of the recent concern about social work practice teaching and assessing has focussed on the question of quantity. Getting enough practice learning opportunities is a perennial problem in itself- but this article addresses an issue of quality, namely ensuring that both pass and fail decisions are made with confidence.As the author’s background is social work in England, the article will use social work terminology and refer to social work and other documents from the English context, but he hopes that readers from other professions and countries will find the debate useful.This article is developed from a talk given by the author at the fifth International Conference on Practice Teaching and Field Education in Health and Social Work, York, 10-12 July 2006.
We all love playing in the sand! Using sand play therapy in critical reflection with students in practice placement
Authors: Amas Debbie
Published: January 2022

This paper introduces a creative therapeutic technique used in Projective Play Therapy called sand play therapy that I evolved in my work with students on placement to help them reflect on practice. In this paper I describe my experience of facilitating a sand tray exercise I devised as part of a group seminar programme for BA Social Work students to help them both explore their practice in placement and examine Learning Outcomes linked with knowledge from their module learning. Finally I discuss the evaluation undertaken with participating students about the usefulness of the exercise as an intuitive reflective tool.
Stories in social work:
Authors: Bolin Anette , Fog Elsebeth
Published: January 2022

Summary: Practice learning opportunities form an integral part of studies of social work on the Social Pedagogy program at University West in Sweden and, over a period spanning several years, we have developed a reflective approach to both campus and practice learning. Over the last four years we have worked with a narrative approach to the creation of knowledge from practice learning and for examining the learning outcomes that derive from this educational process. The aim of this article is to describe and discuss the narrative approach to the creation of knowledge using the so-called ‘storytelling method’ as an educational resource for eliciting evidence of learning outcomes in practice learning. We have used this approach to capture the learning that takes place when students are on learning opportunity placements in the social work/social pedagogical field, both nationally and internationally. The article describes both the educational context where storytelling takes place, and the research focus on work integrated learning that led to the implementation of this pedagogical tool. We will also describe and analyse how we use the ‘storytelling method’ with a focus on how it can be used to ‘evidence’ students’ learning.
The evaluation of an interdisciplinary learning initiative in managing depression
Authors: Shia Nessie , Bankole Veronica
Published: January 2022

This paper reports the findings from a descriptive study exploring community-nursing students’ experiences of interdisciplinary learning on managing depression. The study was completed as part of a specialist module workshop included in a post-registration community specialist practitioner programme. Questionnaire data included attitude ratings and qualitative evaluations of problem-based learning (PBL). A cohort of 34 community nurses responded. The findings identified issues relating to the learning process and its influence on the knowledge gained and attitudes to team work. Community nurses reported the workshop was thought provoking and the challenging issue is the different opinions of the district nurses role in managing depression from the perspective of the students. This study suggests that problem based learning had a positive impact on students’ learning which makes it a well-received contribution to learning. It also reinforced the importance of healthy attitudes towards collaboration in promoting mental health practice. All of these do ultimately have implications for clinical practice.
Implementing and evaluating an alternative model for training field work educators
Authors: Taylor Sandra , Mensinga Jo , Casey Jennifer , Caldwell Barbie
Published: January 2022

In conjunction with academic social work educators, fieldwork supervisors are significant and influential instructors of emerging social work practitioners. This partnership is typically enhanced by universities offering training for fieldwork supervisors to assist and support them in their important roles. This can be challenging however in flexibly delivered programs where supervisors may be located in areas distant from the universities with which students are affiliated. Further, within the current human services context particularly in rural areas, fieldwork education is becoming increasingly subject to a range of organisational and policy imperatives that have the potential to limit the capacity of fieldwork supervisors to proactively engage with social work education This paper describes a pilot project developed and evaluated in Central Queensland Australia which aimed to address some of these challenges. A multi-facetted approach to training, mentoring and supporting fieldwork supervisors of social work students on practicum was developed and implemented across diverse organisational and geographical contexts. Findings of the evaluation and implications for fieldwork education are presented.
‘A room with a view’ Emphasizing experiences
Authors: Finstad Helga Helland
Published: January 2022

This paper describes a study of how the phenomenon of reflection on experience contributes to development of practical knowledge. Reflection on experiences and reflective practice are frequent themes in research reports and within Health and Social Workers’ practice, as well as in different post-educational programmes in mentoring. Data were collected through two focus-group discussions with twelve mid-level leaders in Norway. In addition, the analysis was inspired by an interpretation drawing on hermeneutic phenomenology. The results show what a leader can adapt and learn from mentoring in a practical training programme, and how to use this mentoring to develop practical knowledge within the organisation. The study concluded that there is a need for mentoring in practice, a room for critical reflection on experience and practice within a health organization. Practitioners have to be critical and reflective on their judgment in action, or ethical dilemmas of clinical experiences that filter and mirror their practice.
Introducing tools of reflective learning into peer supervision groups in a social work agency
Authors: Dempsey Maria , Murphy Marian , Halton Carmel
Published: January 2022

This article describes an action research project carried out by the authors in conjunction with a group of Irish hospital based social workers. The aim of the research was to investigate the introduction of reflective learning tools into peer supervision groups. Twenty-one social workers engaged with the research process. Data was collected from nine focus groups over a twelve month period. Findings chart the development of practitioners’ understandings of reflection. Engagement with the tools of reflective learning in peer supervision groups led to increased awareness and mindfulness (as described by Langer [1989]) in practice. Some of the challenges of peer supervision group processes are also explicated leading to the identification of further research questions.
Workshop Report
Authors: Wright Peter , Webster Paul
Published: January 2022

Virtue ethics challenges standard ethical paradigms about what constitutes social work as a morally right and good enterprise, locating the source of all morality in a person’s character. It posits that a virtuous (caring, compassionate, just and generous), social worker is one whose authenticity derives from what it is to be a true human being exercising such virtues. What it is to be a true human being is for many connected essentially with spirituality, faith and religion. The idea of characteristic virtue as a human defining feature is to be found in most religions and faiths. Virtue ethics locates this authenticity through a primarily secular philosophical perspective.Both perspectives speak to what it is to be a good social worker but are they reconcilable? Does the secular challenge of virtue ethics to standard social work ethical paradigms also challenge the place of spirituality, faith and religion in social work education?This report presents a conversation between two social workers about these issues, one a committed secular virtue ethicist and one personally committed to the importance of spirituality, faith and religion in social work education. The audience were invited to participate in asking questions as the conversation explored the complexities.
Barefoot Tutors? Navigating the Barriers between student, university and field in social work education
Authors: Clapton Gary , Forbes Ruth
Published: January 2022

Bridging the gap between theory and practice has long been a challenge for social work students. Facilitating this process has also taxed practice teachers and academic tutors. In 2004, the University of Edinburgh, in partnership with Glasgow Caledonian University undertook a pilot project testing and researching a change in the traditional tutor role with a view to enhancing students’ integration of learning during the practicum. This paper outlines the background to and the activity and findings of the project. Then, drawing upon a discussion of the interface between psychodynamic theories and theories of education, we explore some ideas that have begun to emerge that have the possibility of enhancing the tutor role in student integration of learning.
Student nurses supporting children with learning disabilities
Authors: Heidinger Heinrich
Published: January 2022

At Glasgow Caledonian University, nursing students are given the opportunity to gain practice experience by providing care and support to children with learning disabilities within the individual child’s home-setting during the summer holiday period. Three families of children with learning disabilities took part in a pilot study. The Study attempts to understand and explain the effects, if any, of such practice experiences for the families concerned. Hermeneutic analysis of interview texts utilising a Gadamerian approach reveals an initial understanding of the realities of life for the families concerned. The emergent picture is one of mothers being trapped within their own homes by and with their learning disabled children. Nursing student placements are viewed by families as liberating.
Supporting students through social networking
Authors: Dunworth Moira
Published: January 2022

This paper reports on the use of web-based social networking to support social work students on placement. The online group developed into a community of practice (Wenger, 1998) and a flavour of the interaction on the social network is offered in support of the argument for it being a community of practice. The possible reasons for its success are explored in relation to some literature on the criteria for positive outcomes of online groups. This piece of practice is shared in the hope that other practice teachers might use similar webbased resources to enhance the practice learning of students and to offer support to those who might be isolated in their student role. It was fun to manage and the peer support it provided was greatly valued by the students.
The involvement of students as simulated patients in a ward management exercise
Authors: Hamilton Pauline
Published: January 2022

This paper discusses the experience of planning and implementing a clinical simulation session, from the perspective of students and lecturers. The aim of the simulation exercise was to prepare students for coping with clinical decision making associated with caring for a group of patients. Students were in year three of a Pre-registration Nursing Honours Degree programme.Preparation of nurses who are fit for practice has been the subject of scrutiny for some time. Most recently the Nursing and Midwifery Council (NMC) publication, Nursing: Towards 2015 (NMC 2007) and the recent pre-registration review of nursing education (NMC, 2008), highlight the national shortage of clinical placements for undergraduate pre-registration nursing students. Consequently an opportunity has been created to increase simulated practice hours as the Nursing and Midwifery Council (NMC) indicate that practice hours for pre-registration nursing students can be undertaken in a simulated practice environment (NMC Circular 36/2007). Thus, there is an imperative to increase clinical simulation time within undergraduate nursing education as well as the opportunity develop creative clinical skills education to augment other aspects of the curriculum.
Service users and carers as co-educators of social work students
Authors: Mackay Rob , Fairclough Margot , Coull Michael
Published: January 2022

This paper considers issues related to the requirement by the Scottish Social Services Council (SSSC) and the Scottish Government that service users and carers are partners and stakeholders in social work education. This requirement is one of many used by the SSSC in the approval of Scottish universities to deliver social work courses.This paper explains and reflects on the experiences of including service users and carers as co-educators with the social work courses at the Robert Gordon University (RGU) making particular reference to one module. It examines the issues around the process of their involvement with the education of social work students, and considers student evaluations of this module. Lastly it discusses the broader implications for partnership working in relation to the education and training of students for professional practice. The focus is on the role that service users and carers can play as partners in the classroom through the use of personal narratives. The experience of presenting as a service user or carer is discussed and the contributions highlight how such presentations can heighten student awareness as to the lived experience of a disability or a mental health problem.
Finding the way forward
Authors: Gordon Jean , McGeoch Moira , Stewart Audrey
Published: January 2022

Locating sufficient student practice learning opportunities (PLOs) has been a long-standing challenge in social work education. This article highlights key findings of a study carried out in the West of Scotland to inform a move from a reactive approach to regular crises in PLO provision towards the development of a long term strategic plan for social work practice learning in the region. The study involved a combination of methods, including literature review, local audit, focus groups and consultation with individuals and organisations in the West of Scotland and the rest of the UK. The study found local and national evidence of innovation in developing new models of practice learning to meet the demands of 21st Century social work in Scotland as well as a growing concern that an emphasis on finding sufficient PLOs should not compromise the quality of the learning opportunities available to social work students. Some of the study’s implications for practice learning in the West of Scotland and further afield are explored.
A small scale project that involved citizens in the education of social work students during their placement in Northern Ireland
Authors: McCafferty Paul
Published: January 2022

This article outlines my attempt to create a small scale project, with the aim of involving citizens in the education of student social workers whilst on their placement in Northern Ireland. The article outlines the literature on the subject, describes how the project evolved and discusses how citizens were involved in the direct teaching process. The article continues by describing how the teaching input of the citizens was then transferred into educating five students. The article evaluates the educational impact on the students and discusses the value of involving citizens in the education process during placement. This project was part of my dissertation for my Joint Advanced MSc in Social Work, presented to The University of Ulster and Queens University Belfast.
Sustainable communities and social work practice learning
Authors: Blake Joanna
Published: January 2022

This paper explores the ways that social work practice learning, through community development projects, can help take forward the local sustainability agenda. The first part establishes links between three pedagogic areas: education for sustainability, student learning in the community and social work practice learning. The second section presents a case study of a small-scale, sustainability initiative at the University of Plymouth, UK. The paper negotiates an inherent tension between a broad and all encompassing conceptualisation of education for sustainability, and the specific approach to professional training prescribed for social workers and teachers. The tension mirrors the multi-leveled dimensions of the sustainability initiative under discussion. The case study considers the emergent, methodological approach to learning that was adopted. Prescribed outcomes were actively resisted and the paper argues that this approach carries merit. In closing, aspects of partnership working amongst the community development agencies and university, and future trajectories of the project are elucidated.
Exploring the experiences of practice teachers who are not social workers
Authors: Laycock Chris , Walker Laura , Heath Laura
Published: January 2022

Professionals without a social work qualification have been involved in the practice teaching of social work students since the days of CCETSW (the former education and training body for social work in the UK). Historically this has always happened more in the voluntary sector. With the advent of the Social Work Degree in England, the 50% increase in demand for placements in a variety of settings has seen reliance on practice teachers who are not social workers.This raises some interesting questions about how professionals who are not social workers should be trained and supported in the role of practice teacher.We will attempt to explore these questions, drawing on responses to a questionnaire sent to a range of practice teachers in a county in northern England as well as feedback obtained from a focus group drawn from respondents to the questionnaire. The participants in the research came from a range of work backgrounds in the voluntary and statutory sectors. The experiences discussed in the research, in the main, relate to the Diploma in Social Work (the former UK qualification) as the degree only started in 2003- 2004. We will refer to research participants as Practice Teachers. The key criterion for involvement was that all participants in the study had had sole responsibility for at least one social work student.
Stakeholder views about social work programme curricula
Authors: Goodyer Annabel , Higgins Martyn
Published: January 2022

This article describes the way in which consultations with stakeholders contributed to the re-validation of two UK qualifying social work programmes at a London University. The aim was to better position the new curricula in current practice realities. Consultations with service-users, employers, present and past students facilitated substantial revisions of the taught programme, with social work skills in particular receiving a much higher priority. The data generated by this study illustrates how the tensions inherent in the incorporation of differing standpoints can be reconciled through careful consideration and reflection.
Toxicological Indices of Wistar Rats Fed Formulated Chaw of Telfairia occidentalis Planted on Crude Oil Contaminated and Remediated Soil
Authors: Ohiri Reginald C , Onyeike Eugene N , Uwakwe Augustine A
Published: January 2022

Toxicological indices of wistar rats fed formulated chaw of Telfairia occidentalis planted on crude oil contaminated and bioremediated soil was studied. Farmland, measuring 18 m2 was divided into three lots of 4 m2 and 2 m space was allowed between each lot (A, B and C). Two lots were polluted, subjected to 16 weeks of bioremediation and viable seeds of T. occidentalis were planted and grown for 28 days. The harvested vegetable leaves were analyzed. Leaves from natural attenuated soil showed high concentration of both aliphatic and polycyclic aromatic hydrocarbons with values of 9.34+0.03 mg/kg and 9.18+0.05 mg/kg for C36 and Fluoranthene respectively, while the bioaugmented soil had Lead as the highest heavy metal with a value of 0.10+0.02 g/100g. Four groups, of 9 rats each (totalling 36 rats) of adult males and females, wealing males and females were subsequently sub-grouped into 3 and allowed to acclimatize for a period of 1 week. These animals were fed formulated rat chaw of 50% dry weight of T. occidentalis, from the three lots (control, bioaugmented and natural attenuated soil) for a period of 28 days. Assay of animals’ toxicological index showed elevated concentrations of alkaline phosphatase, alanine and aspartate aminotransferases, urea and creatinine in their sera. A slight increase in serum amylase activity was recorded, while concentrations of their haemoglobin and Packed Cell Volume (PCV) reduced. The obtained results from these biomarkers were confirmed by the histopathological sections of the animal organs.
The role of MT1-MMP in the progression and metastasis of osteosarcoma
Authors: Spencer Hannah L. M. , Shnyder Steven D. , Loadman Paul M. , Falconer Robert A.
Published: January 2022

The dysregulation of Membrane - type 1 matrix metalloproteinase (MT1-MMP) has been extensively studied in numerous cancer types, and plays key roles in angiogenesis, cancer progression, and metastasis. MT1-MMP is a predictor of poor prognosis in osteosarcoma (OS), yet the molecular mechanisms of disease progression are unclear. This review provides a summary of the literature relating to the gene and protein expression of MT1-MMP (MMP-14) in OS clinical samples, evaluates the expression in cell lines and experimental models, and analyses its potential role in the progression and metastasis of OS. In addition, the therapeutic potential of MT1-MMP as a drug target has been assessed. Due to the biological complexity of MMPs, inhibition has proven to be challenging. However, exploiting the expression and proteolytic capacity of MT1-MMP could open new avenues in the search for novel, safer and selective drugs for use in OS.
Alternative medicine under the Mental Health Care Act, 2017: Future implications and concerns
Authors: Ransing Ramdas , Kar Sujita Kumar , Menon Vikas
Published: January 2022

In recent years, the Indian government has been promoting healthcare with an insufficient evidence base, or which is non-evidence-based, alongside delivery of evidence-based care by untrained practitioners, through supportive legislation and guidelines. The Mental Health Care Act, 2017, is a unique example of a law endorsing such practices. In this paper, we aim to highlight the positive and negative implications of such practices for the delivery of good quality mental healthcare in India.
Assessment of changes in Grenache grapevine maturity in a Mediterranean context over the last half-century
Authors: Bécart Viviane , Lacroix Romain , Puech Carole , García de Cortázar-Atauri Iñaki
Published: January 2022

This study aims to i) evaluate some descriptive variables for Grenache berry composition over the last 50 years in the southern Rhône Valley wine-growing region and ii) analyse the impacts of climate on the main annual developmental phases of the Grenache berry to understand recent changes observed in the vineyard. A large and spatialised historical, open database from the Rhône Valley grape maturity network (1969–2020) was used to explore trends in grape profile during maturity and at harvest. Then, gridded climate data was used for processing phenological stages and ecoclimatic indicators. Significant changes in grapevine phenology and maturity dynamics were found and linked with changes to ecoclimatic indicators by carrying out a correlation analysis. Depending on the phenological phases, a limited number of ecoclimatic indicators had a significant effect on the maturity profile. The results highlight direct climate impacts on different maturity and yield variables over the last 50 years. These results provide important information about future issues in grape production and the implications for managing viticulture adaptation strategies and thus serve as a basis for assessing, prioritising and optimising technical means of maintaining current grape quality and yield.This study uses an ecoclimatic approach for examining in detail the effects of climate change on the Grenache grape variety in a Mediterranean context. The open database provides the latest information from a large network of plots and over a long period of time, making it possible to validate many results recorded in the literature. This is the first study to use this open database and we wish this database could lead to further explorations and results in viticulture and climate change issues.
Learning Designing for Establishment Physics Content and Teacher Pedagogic Aspects Through Lesson Study-based In-House Training
Authors: Malik Adam , Susanti Seni
Published: January 2022

Mastering physics content is essential for physics teachers to carry out the learning process in the classroom. After mastering good physics content, teachers must also master the teaching competencies contained in pedagogical competencies. This study aims to demonstrate efforts to increase teachers' mastery of physics content and pedagogic competence. The pedagogic aspect refers to the teacher's ability to prepare practical instructions in a Cookbook Laboratory, Inquiry Laboratory, Problem-Solving Laboratory, and Higher Order Thinking Laboratory. The method used is in-house training based on lesson study. There are three stages of activities carried out, including Plan, Do, and See. Data were collected using observation sheets, interview guidelines, performance instruments, and tests. The study results show that the professional competence of teachers who are members of the Science Teacher Deliberation (MGMP) in one province in West Java has increased, especially concerning materials competencies practiced. In addition, the pedagogical competence of the teachers who are members of the Science MGMP has increased, especially concerning the mastery of organizing science practicums oriented to developing the 21st-century skills of students.
Measuring the Classification of Digital Natives use Digital Natives Assessment Scale: The Implementation on Pre-Service Physics Teachers in Banten-Indonesia and Its Implications
Authors: Guntara Yudi , Utami Indri Sari
Published: January 2022

Education in the digital era had shifted conventional learning methods to digital technology-based learning. Likewise with students have to be faced by pre-service physics teachers who have entered the generation of digital natives. However, is it true that the concept of digital natives exists? Moreover, whether pre-service physics teachers belong to that generation? Therefore, the objective of this study was to prove the construct validity of the Digital Natives Assessment Scale using data from pre-service physics teachers in Banten Province, Indonesia. And follow-up analysis is used to find the relationship between digital natives' status and pre-service physics teacher technology mastery. This study used a quantitative approach with the correlational method. The type of correlation research chosen was Confirmatory Factor Analysis (CFA). The instrument used was a Digital Natives Assessment Scale (DNAS) questionnaire consisting of 21 items and four factors, measured using a 7-point scale. The results showed that this study could not prove the 4-factor DNAS model for pre-service teacher participants in Banten Province based on the results of the CFA. And there was no relationship between the status of digital natives and the level of technology mastery of pre-service teachers based on Pearson correlation analysis. So it can be concluded that using a sample of student-teacher candidates in Indonesia, the 4-factor DNAS cannot be proven construct validity. However, this decision is not final but should be tested on a larger scale to show DNAS matches.