scholarly journals “Welcome to the Real World” Inclusive Research with People with Learning Disabilities: A Doctoral Journey

2016 ◽  
Author(s):  
Shirley Durell
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Real World ◽  
First Language ◽  
Research Process ◽  
Active Participation ◽  
The Real ◽  
Production Of Knowledge ◽  
Active Involvement ◽  
The Uk

Many people with learning disabilities have been and are still been excluded from an active involvement in research. In the UK, this position has been challenged by people with learning disabilities, their supporters and academic allies, through the advancement of inclusive research. But calls have been made for a clarification of the roles that can be played by these research supporters and researchers, to expose asymmetrical relations and to advance existing practices, as well as to develop a better understanding of quality in inclusive research. In response to these matters, this paper offers an account of the experiences of a nondisabled doctoral researcher of “doing” inclusive research with people with learning disabilities. It will present critical insights into inclusive ways of doing research from a learning disability perspective, while offering data that is of relevance to researchers working beyond the field of learning disabilities and seeking the active participation of different groups in the research process. Consequently, people whose first language is not research can have a say in the production of knowledge and they can be credited not only as members of research communities but also of their societies.

scholarly journals Estimating the real world daily usage and cost for exenatide twice daily and liraglutide in Germany, the Netherlands, and the UK based on volumes dispensed by pharmacies

2015 ◽  
pp. 95 ◽  
Author(s):  
Amanda McDonell ◽  
Urpo Kiiskinen ◽  
Danielle Zammit ◽  
Robert Kotchie ◽  
Per-Olof Thuresson ◽  
...  
Keyword(s):  
The Netherlands ◽  
Real World ◽  
The Real ◽  
The Uk

Palliative and end-of-life care for people with learning disabilities

2019 ◽  
pp. 777-784
Keyword(s):  
Learning Disabilities ◽  
Intellectual Disability ◽  
Learning Disability ◽  
End Of Life ◽  
Early Onset ◽  
End Of Life Care ◽  
Life Care ◽  
The World ◽  
The Uk

This chapter highlights some of the issues and challenges which exist in the provision of palliative and end-of-life care for people with learning disabilities and how some of these can be addressed. The challenges fall into four key areas: assessment, communication, consent, and bereavement. The reader is also signposted to websites and resources which are helpful in caring for people with learning disability at the end of their life. Concerns exist around choice and the quality of end-of-life care that people with learning disabilities may be offered. A number of different terms have evolved over the years for ‘learning disability’. Currently this term is used in the UK, but in Europe and in other parts of the world, the term ‘intellectual disability’ is used. Internationally there is a consensus that a learning disability can be identified when the following criteria are present: intellectual impairment (known as reduced IQ), social or adaptive dysfunction combined with reduced IQ, and early onset. It is thought that around 2.5% of the population in the UK has a learning disability, but it has also been predicted that this may increase by 1% per year over the next number of years.

Transforming Critical Infrastructure

2013 ◽  
Vol 2 (3) ◽  
pp. 38-49
Author(s):  
Liz Varga ◽  
Fatih Camci ◽  
Joby Boxall ◽  
Amir Toossi ◽  
John Machell ◽  
...  
Keyword(s):  
Real World ◽  
Business Models ◽  
Critical Infrastructure ◽  
Infrastructure Systems ◽  
The Real ◽  
Conversion Point ◽  
Units Of Analysis ◽  
The Uk ◽  
Technological Opportunities ◽  
Critical Infrastructure Systems

The application of complexity science to policy for critical infrastructure systems has never been more important. A number of issues highlight the need for policy to match the complexity of the co-evolving environment: increasing interdependency between utilities, uncontrolled demand leading to over use of diminishing resources, diverse technological opportunities with unclear investment choices, governance at different scales, public-private ownership differences and emerging business models. Systems are now so complex that people do not understand the interdependencies. Individual utilities are optimised with limited redundancy so that even minor failures can lead to major impacts throughout the whole infrastructure environment. This article proposes an ontology of critical infrastructure in which the points of conversion in the system are the generic units of analysis. Each conversion point has a set of properties representing its real world description. This ontological perspective highlights the inter-disciplinary nature of critical infrastructure systems. It also allows, through the adoption of an agent-based modelling approach, the simulation of different environmental constraints, such as those of resource availability. Methodologically, such modelling provides an abstracted view of infrastructure systems that simplifies the real world but allows policy options to be tested based on assumptions about behaviour in response to exogenous changes. Epistemologically, it focuses on a dynamic, co-evolutionary understanding of the system transition over time by examining holistic, systemic outcomes, connecting micro behaviours with macro structures. A case study of critical infrastructure in Yorkshire in the UK provides an exemplar of complexity in the real world. The model, a metaphysical representation, demonstrates how policy can be connected with the real world. This paper focuses on the infrastructure in the UK but the principles will apply to other countries.

Connecting Research to Teaching: Geometry Classroom Pictures: What's Developing?

1998 ◽  
Vol 91 (7) ◽  
pp. 606-609
Author(s):  
Kay A. Wohlhuter ◽  
Penelope H. Dunham
Keyword(s):  
Learning Process ◽  
Real World ◽  
Inductive Reasoning ◽  
Active Participation ◽  
Curriculum Standards ◽  
The Real ◽  
Mathematics Classrooms ◽  
Teaching Geometry ◽  
Clear Vision

In the NCTM's curriculum standards, teachers find a clear vision of mathematics classrooms as rich environments where students can explore, conjecture, reason logically, and connect mathematics with the real world. The Standards’ vision assumes that teachers will use strategies that promote students’ active participation in the learning process. For geometry, especially, those strategies should include activities that foster the interplay of deductive and inductive reasoning (NCTM 1989).

The Didactic Case in Teaching International Law

1970 ◽  
Vol 18 ◽  
Author(s):  
Michelle Ratton Sanchez Badin ◽  
Douglas Castro ◽  
Arthur Roberto Capella Giannattasio
Keyword(s):  
International Relations ◽  
International Law ◽  
Learning Process ◽  
Real World ◽  
Active Participation ◽  
The Real ◽  
Empirical Framework

According to a theoretical and empirical framework, didactic cases are an important tool to teacho International Law. This instrument increase students’ active participation in the classroom, empowers them to exercise their autonomy in the learning process, helps professors to present the foundations of the discipline and its complexity in the real world and helps to build the interdisciplinary bridge between International Law and International Relations.

Why Technical Writers? A Case for Training Technologists to Speak for Themselves

1994 ◽  
Vol 24 (2) ◽  
pp. 149-159 ◽  
Author(s):  
Carol J. Steiner
Keyword(s):  
Communication Skills ◽  
Real World ◽  
Technical Communication ◽  
The Real ◽  
Active Involvement ◽  
Technical Writers ◽  
The World ◽  
Key Concepts ◽  
Technology Practice ◽  
Language And Communication

Why are technical writers needed to “translate” the work of technologists into accessible communication? This article looks briefly at the situation that creates the need for technical writers and then argues for a change in that situation so technologists can communicate for themselves. The argument is based on Martin Heidegger's philosophy of meaning, language, and communication. It recommends greater, active involvement of technologists with the “real world” in which their technology will be used, including involvement with people with whom and for whom the technology is being developed. Key concepts presented are that meaning lies in socially-agreed relations among things in the world, not in words or in the relations between words and things; that language actually manifests rather than represents reality; and that technical writers are incapable of fully appreciating and communicating the meaning of what technologists do because they come from a different discipline which constructs meaning differently. It argues that a change in technology practice will engender a new attitude and approach to technical communication that can make technical writers unnecessary except as communication teachers who help develop the communication skills of technologists.

Understanding Law in Many Worlds: Socio- and Empirical Legal Research in the UK and Germany

2007 ◽  
Vol 28 (2) ◽  
Author(s):  
Bettina Lange
Keyword(s):  
Empirical Research ◽  
Real World ◽  
Policy Recommendations ◽  
Legal Research ◽  
Many Worlds ◽  
The Real ◽  
Legal Studies ◽  
The Many ◽  
The Uk ◽  
The Relationship

AbstractThis article discusses the Nuffield inquiry report ‘ Law in the Real World: Improving our Understanding of How Law Works’. It suggests that the report matters not just because of the many policy recommendations it puts forward for the development of empirical legal research. It makes also important reading because it constructs a particular account of socio-legal and in particular empirical legal research in the UK. The article highlights three issues which are central to the picture presented in the report. It suggests that further debate concerning theses issues - especially in a comparative context - can also help to move the socio-legal enterprise forward. These three issues are the relationship between theoretical and empirical research, a tension between openness and closure among the different disciplines involved in socio-legal research, and finally the relationship between institutions and individuals in advancing socio-legal studies.

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