Annual review of critical psychology, vol. I (foundations) and vol. II (action research). Discourse Unit (1999, 2000). Discourse Unit, Department of Psychology and Speech Pathology, Manchester Metropolitan University, Hathersage Road, Manchester M13 0JA, 176 pp and 208 pp, �10 per issue (personal rate in the UK)/�30 per issue (institutional rate inside the UK) (Other rates include $20 US for personal subscriptions for ?Europe and Overseas? Airmail). ISSN 1464-0538 (both issues)

2002 ◽  
Vol 12 (1) ◽  
pp. 77-78
Author(s):  
Wendy Drewery
Keyword(s):  
Action Research ◽  
Speech Pathology ◽  
Annual Review ◽  
Critical Psychology ◽  
Institutional Rate ◽  
Metropolitan University ◽  
The Uk

scholarly journals Exploring corporate engagement with carbon management techniques

2021 ◽  
Vol 3 ◽  
pp. 9
Author(s):  
Katherine Piper ◽  
James Longhurst
Keyword(s):  
Online Survey ◽  
Evidence Base ◽  
Annual Review ◽  
Carbon Management ◽  
Carbon Neutrality ◽  
Sequential Mixed Methods ◽  
Management Hierarchy ◽  
Management Techniques ◽  
Sustainability Initiatives ◽  
The Uk

This paper explores the different ways of managing carbon in organisational settings.  It uses a sequential mixed methods approach – literature review, discussions with sustainability thought leaders, and online survey and interviews with company sustainability leaders – to consider and critique the use of the carbon management hierarchy (CMH) by selected corporate bodies in the UK. The derived empirical evidence base enables a triangulated view of current performance and potential improvements. Currently, carbon management models are flawed, being vague in relation to the operational reductions required prior to offsetting and making no mention of Science Based Targets nor the role corporations could play in wider sustainability initiatives. An amended CMH is proposed incorporating wider sustainability initiatives, varying forms of offsets, the inclusion of accounting frameworks and an annual review mechanism to ensure progress towards carbon neutrality. If such a model were to be widely used, it would provide more rapid carbon emissions reductions and mitigation efforts, greater certainty in the authenticity of carbon offsets, wider sustainability impacts and a faster trajectory towards carbon neutrality.

Introduction

2010 ◽  
Author(s):  
Lena Palaniyappan ◽  
Rajeev Krishnadas
Keyword(s):  
Time Frame ◽  
Annual Review ◽  
Multiple Choice Questions ◽  
Alphabetical Order ◽  
Journal Clubs ◽  
Mandatory Training ◽  
Varying Length ◽  
The Uk ◽  
Grand Rounds ◽  
Psychiatry Trainee

MRCPsych exams are the most important exams a psychiatry trainee in the UK will sit during his or her career. Passing the MRCPsych is the most perceptible of the criteria that demonstrate the achievement of a number of competencies during the training. Since spring 2008, there has been a significant change in the pattern of the exam. The structure, syllabus, and the format of questions have changed significantly. The details are clearly given in the Royal College website. They are summarized below for quick reference. Please note that these details are subject to change and so we recommend checking with information at www.rcpsych.ac.uk before you apply. The college has brought out new exam regulations that came into effect on January 2009. Candidates must have completed the mandatory training period of 12 months of post foundation training in psychiatry by the date of sitting the written exams. The recommended time frame for attempting Paper 3 is when the candidate is 18–30 months into training. Posts must be part of a programme of training approved by PMETB OR recognized by the Hospital or Trusts as having specific time, programme (journal clubs, grand rounds, teaching, supervision, etc.), and funds allocated for training. Individual posts can be of either 4 or 6 months’ duration. In addition, the college also has placed emphasis on successful completion of annual review of competency progression (ARCP) and other workplace based assessments (WPBA) to be eligible for training. The exact details need be confirmed from the college website as they are subject to regular reviews. The MRCPsych Paper 3 is 3 hours long and contains 200 questions. The paper consists of multiple choice questions (MCQs = 75%) and extended matching items (EMI = 25%). MCQs are in the ‘best of five’ (BOF) format. A BOF MCQ comprises a question stem of varying length, followed by a list of five options. Candidates should choose the single best option that answers the question. The college has retained the EMI format from the previous pattern in the new format. An EMI comprises of a specific theme (sometimes with a short description), followed by a set of answer choices (often in an alphabetical order) and a lead-in statement explaining what the candidate is being asked to do.

Introduction

2009 ◽  
Author(s):  
Lena Palaniyappan ◽  
Rajeev Krishnadas
Keyword(s):  
Time Frame ◽  
Work Place ◽  
Annual Review ◽  
Multiple Choice Questions ◽  
Alphabetical Order ◽  
Journal Clubs ◽  
Mandatory Training ◽  
Clinical Vignettes ◽  
Varying Length ◽  
The Uk

MRCPsych exams are the most important exams a psychiatry trainee in the UK will sit during his or her career. Passing the MRCPsych is the most perceptible of the criteria that demonstrate the achievement of a number of competencies during the training. The details are clearly given in the Royal College website. They are summarized below for quick reference. Please note that these are subject to change and so we recommend checking with information at http://www.rcpsych.ac.uk before you apply. Candidates must have completed the mandatory training period of 12 months of post foundation training in psychiatry by the date of sitting the written exams. The recommended time frame for attempting Paper 2 is when the candidate is 18 to 24 months into his or her training. Posts must be part of a programme of training approved by PMETB or recognized by the Hospital or Trusts as having specific time, programme (journal clubs, grand rounds, teaching, supervision, etc.) and funds allocated for training. Individual posts can be of either 4 or 6 months’ duration. In addition, the college also has placed emphasis on successful completion of the annual review of competency progression (ARCP) and other work place based assessments (WPBA) to be eligible for training. The exact details need be confirmed from the college website as they are subject to regular reviews. The MRCPsych Paper 2 is 3 hours long and contains 200 questions. The paper consists of multiple choice questions (MCQ = 75%) and extended matching items (EMI = 25%). MCQs are in the ‘best of five’ (BOF) format. A best of five MCQ comprises a question stem of varying length, followed by a list of five options. Candidates should choose the single best option that answers the question. The college has retained the EMI format from the previous pattern in the new format. An EMI comprises a specific theme (sometimes with a short description), followed by a set of answer choices (often in an alphabetical order) and a lead-in statement explaining what the candidate is being asked to do. This lead-in statement is then followed by a question list, set out in a logical order. The questions may be asked in form of clinical vignettes.

From ‘Posh Pen and Pad’ to Participatory Pedagogies

2012 ◽  
Vol 4 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Karl Royle ◽  
Mark Hadfield
Keyword(s):  
Action Research ◽  
Primary Schools ◽  
Learning Experience ◽  
Educational Status ◽  
Role Identity ◽  
Action Research Project ◽  
New Model ◽  
Technological Intervention ◽  
The Uk ◽  
Pedagogical Approaches

This paper looks at the implementation of wireless netbooks within two primary schools in the UK for all children at key stages 4 and 5. It looks at current concepts of ematurity and technological implementation and offers a new model based on three interlocking factors, the educational status of the technology, the capacity for innovation of the organisation, groups and individuals and how far the technology can be aligned with the needs and concerns of individuals and teams and their prevailing pedagogical approaches. This model is examined in the light of an action research project and illustrates how pedagogical reframing is important in any technological intervention. It also examines role, identity and practice changes required by both learners and teachers in order to improve the learning experience within a school.

scholarly journals Ecological orientations to sociolinguistic scale: Insights from study abroad experiences

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Khawla Badwan ◽  
James Simpson
Keyword(s):  
Study Abroad ◽  
Social Research ◽  
Moment Analysis ◽  
Annual Review ◽  
Discursive Construction ◽  
Chinese Youth ◽  
Exchange Value ◽  
The Individual ◽  
The Uk ◽  
The Impact

AbstractThe sociolinguistics of globalisation, as an emerging paradigm, focuses on the impact of mobility on the linguistic capital of mobile individuals. To understand this, Blommaert advocates a scalar approach to language arguing that some people’s repertoires “will allow mobility while others will not” (2010. The sociolinguistics of globalization. Cambridge: Cambridge University Press: 23) and proposing high scale, low scale orderings. In this paper we introduce an ecological orientation to sociolinguistic scale that challenges the fixity of a high/low scale distinction by conceptually drawing on the notions of flat ontology (Marston et al. 2005. Human geography without scale. Transactions of the Institute of British Geographers 30(4). 416–432) and exchange value (Heller. 2010. The commodification of language. Annual Review of Anthropology 39. 101–114). We do this in relation to Study Abroad (SA) contexts, which offer spaces for investigating how mobility influences the exchange value of individuals’ linguistic repertoires. The study speaks to a broader project in social research which emphasises the agency, subjectivity and criticality of the individual and stresses the complex and rhizomatic nature of social interaction. Drawing on moment analysis (Li. 2011. Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics 43. 1222–1235), we examine the experiences of two study abroad students in the UK. These include tellings of critical and reflective moments through which we interpret their experience of how the interplay of language, place and ecology of interaction results in constant, dynamic changes in the exchange value of their English repertoires. Our contribution is to show how an ecological orientation and a flat, rather than stratified, ontology enables insights into language use and globalisation in a way that empowers multilingual, mobile individuals.

scholarly journals 6 Translating genomics for clinical benefit

2019 ◽  
Vol 95 (1130) ◽  
pp. 686.3-686
Author(s):  
Mark Caulfield
Keyword(s):  
Whole Genome Sequencing ◽  
Genome Sequencing ◽  
Genomic Medicine ◽  
Health Gain ◽  
Annual Review ◽  
Whole Genome ◽  
Department Of Health ◽  
Data Points ◽  
Genome Analyses ◽  
The Uk

The UK 100,000 Genomes Project has focussed on transforming genomic medicine in the National Health Service using whole genome sequencing in rare disease, cancer and infection. Genomics England partnering with the NHS established 13 Genomic Medicine Centres, the NHS whole genome sequencing centre and the Genomics England Clinical Interpretation Partnership (3337 researchers from 24 countries). We sequenced the 100,000th genome on the 5th December 2019 and completed an initial analysis for participants in July 2019. Alongside these genomes we have assembled a longitudinal life course dataset for research and diagnosis including 2.6 billion clinical data points for the 3000 plus researchers to work on to drive up the value of the genomes for direct healthcare. In parallel we have partnered the NHS to establish one of the world’s most advanced Genomic Medicine Service where we re-evaluated 300,000 genomic tests and upgraded 25% of tests to newer technologies with an annual review. The Department of Health have announced the ambition to undertake 5 million genome analyses over the next 5 years focused on new areas tractable to health gain.

Designing, Setting Up, and Facilitating a Knowledge Sharing Virtual Community of Practice, between Social Work Lecturers in the UK and India

2012 ◽  
Vol 8 (4) ◽  
pp. 22-49 ◽  
Author(s):  
Isabel Williams
Keyword(s):  
Social Work ◽  
Action Research ◽  
Knowledge Sharing ◽  
Community Of Practice ◽  
Virtual Community ◽  
Online Discussions ◽  
Small Scale ◽  
Virtual Community Of Practice ◽  
One Year ◽  
The Uk

The purpose of this research is to evaluate the effectiveness of a virtual Community of Practice (vCoP) which was developed between social work lecturers in two University settings – one in the UK and the other in India. The design and methodology draws on qualitative data collected from online discussions and semi-structured questionnaires arising from the involvement of twelve participants over a one year period. An Action Research method was adopted which allowed the shift of power from the designer to the participants over the year. This paper illustrates how a vCoP can be an ideal tool to aid communication and knowledge sharing between universities within an international context. It adds value by increasing the knowledge of participant lecturers to more than local perspectives and gives a greater understanding of social work from an international, cross-country, perspective. Although one of the limitations is that this is a small scale study, it does raise important considerations necessary for ensuring the success for vCoP’s and offers a model to aid successful online collaboration as well as important messages for those who are developing online courses and teaching within an international environment. It further gives insight into adopting Action Research as a research methodology that can be usefully used for online collaborative research.

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