Search results

The paper describes how children's services in Wiltshire have been involved in research (in collaboration with Barnardo's) and have attempted to make research findings count in the development of services.

This is a case study of an innovative process for integrating the commissioning of services for children and families based on identified needs.

This study aims to investigate the irreversibility associated with the Fe3O4–Co/kerosene hybrid-nanofluid past a wedge with nonlinear radiation and heat source.

This study reports the numerical analysis of the hybrid nanofluid model under the implications of the heat source and magnetic field over a static and moving wedge with slips. The second law of thermodynamics is applied with nonlinear thermal radiation. The system that comprises differential equations of partial derivatives is remodeled into the system of differential equations via similarity transformations and then solved through the Runge–Kutta–Fehlberg with shooting technique. The physical parameters, which emerges from the derived system, are discussed in graphical formats. Excellent proficiency in the numerical process is analyzed by comparing the results with available literature in limiting scenarios.

The significant outcomes of the current investigation are that the velocity field uplifts for higher velocity slip and magnetic strength. Further, the heat transfer rate is reduced with the incremental values of the Eckert number, while it uplifts with thermal slip and radiation parameters. An increase in Brinkmann’s number uplifts the entropy generation rate, while that peters out the Bejan number. The results of this study are of importance involving in the assessment of the effect of some important design parameters on heat transfer and, consequently, on the optimization of industrial processes.

This study is original work that reports the hybrid nanofluid model of Fe3O4–Co/kerosene.

The purpose of this article is to understand the role and value of mentorship for young people with blindness and low vision (BLV) through their education and work journey and to provide a conceptual framework for developing mentoring opportunities for young people with BLV.

Experiences of formal and informal mentorship were gathered within two distinct groups: adolescents with BLV in Australia and young adults with BLV in Canada. Qualitative data were collected from semi-structured individualized interviews regarding the experiences, understanding, and valuing of mentorship within these groups.

Results indicate the importance of informal role models and formal mentors within the lives of participants and how these become more refined and specific over time. Australian students valued role models as examples of success and inspiration for their own goals. Canadian mentees desired mentors as examples of personal lived experiences and providers of career-specific advice.

The study is original in its focus on the role of mentors for young people with blindness or low vision.

The path to academic excellence is neither paved with roses nor easy; nonetheless, cautiously driving such a road has endless thrills especially when the driver is passionate about academia. This chapter intends to bring to the fore the hurdles I have been confronting in my academic path as an international scholar and a researcher in some of the Middle East and North Africa (MENA) countries, Malaysia and Canada (Global North and South institutions) for over 14 years. Hence, it mirrors my research experiences to guide Early Career Researchers (ECRs) and accentuates the importance of research culture, professional designations and networking with experts from other world knowledge bodies.

Emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia’s First Peoples (when compared to their non-Indigenous counterparts) are becoming increasingly dissociated with an understanding of the interplay between historical and current trends in racism. In addition, it may be argued that the very construction of Western perspectives of Indigenous identity (as opposed to identities) may be deeply entwined within the undertones of the interplay between epistemological racism, and the emergence of new racism today.

This chapter shall review a substantial portion of Aboriginal and Torres Strait Islander educational research, with a particular emphasis on the acknowledgment of the impact of racism on the educational outcomes (and other life outcomes) of Aboriginal and Torres Strait Islander peoples with a focus on higher education.

This review has found that while there is evidence emerging toward the engagement of Aboriginal and Torres Strait Islander students in all forms of education, there is also considerable resistance to targeted efforts to reduce the inequities between Aboriginal and Torres Strait Islander students and all Australians (especially within the university sector). It is argued this resistance, both at the student and curriculum level, is clear evidence of preexisting epistemological mentalities and racism.

The implications of this review suggest that greater effort needs to be placed in recognizing unique Aboriginal and Torres Strait Islander experiences and perspectives, not only at the student level, but such perspectives need to be imbedded throughout the whole university environment.

In an era where health professionals are increasingly demanding, and communicative skills are one of the keys to improve the relationship with the patient. The communicative competencies of assertiveness, clarity in verbal and non-verbal language, and positivity, based on the positive construction of the patient’s health path, improve the therapeutic relationship, as well as the relationship between professionals in the world of health complexity. The ACP Model is validated with extensive application by hundreds of professionals in Portugal who use it daily. Active learning is one of the most effective means of raising awareness and involving the professionals who are learning and implementing the ACP Model.

This paper aims to trace the relational and material ways in which workplace teams come together (or fail to) in the provision of patient care.

Six interprofessional scholars brought their unique theoretical and disciplinary lenses to understand the contextualized experiences of the patient and the team. Adopting a critical narrative inquiry (CNR) approach, the experiences of 19 participants were documented as they interacted in the care of an elderly patient over a three-week period. Actor network theory constructs enabled the analysis of multiple artefacts implicated in the interactions to learn of their contribution to the enactment of her care.

The study gives empirical insights about ways in which knowledge circulates amongst the workplace and how systemic structures may impede effective and quality patient care. Various types of knowledge are held by different team members, and both individuals and materials (e.g. technologies) can influence the way those knowledges are shared (or not).

Focusing on a rich data set surrounding one patient documented as theatre serves pedagogical purposes and serves as a shared “boundary-breaking” object to interrogate from multiple stakeholder perspectives. CNR provides for recursive, dynamic learning as readers critically consider experiences within their own contexts.

Despite research that documents competing political, systemic and economic goals, sedimented policies and practices persist in ways that undermine care goals.

Tackling the urgent issue of an aging population will require expanding collaboration (for planning, research and so on) to include a broader set of stakeholders, including operational, administrative and post-discharge organizations. Attention to social infrastructure as a means to assemble knowledges and improve relationships in the care process is critical.

Building a boundary-breaking shared object to represent the data offers a unique opportunity for multiple stakeholder groups to enter into dialogue around barriers to workplace interaction and collaboration progress, linking problems to critical perspectives.

The most significant event for the School has been the announcement of the creation of the National Centre for Management Research and Development. The Centre is due to open in 1986 and will provide research facilities for up to 20 major projects designed to improve the competitiveness of Canadian business practices.