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ChesterRep is the University of Chester's institutional repository and an online platform designed to collate, store, and aid discoverability of research carried out at the university to the wider research community
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A critical autoethnographic study of the experience of the older secondary school teacher in England: a socio-political and emotional model of their Body without OrgansThis research explores the lives of ‘older’ secondary teachers as they inhabit an educational landscape that has changed significantly during their careers. It employs a postmodern critical autoethnographic methodology as a vehicle through which to examine their experiences, as professionals who now exist in a neoliberal, marketised model of education, where they have been commodified. The work focuses on how their experiences of education have moulded their values and identities and provides empirical evidence showing that maintaining these fundamentals is challenged and compromised in the educational landscape that they work in. There are imperatives for this study. The UK population is ageing, and people will be forced to work for longer in the future. However, professional challenges that older teachers face are driving them out of the profession prematurely. This is at a time of crisis in education, where there is a failure to recruit and retain teachers, so arresting the exodus of older teachers would partly address the significant, long-standing recruitment issue. The evidence demonstrates that older teachers experience a loss of voice and agency. They are subjected to performative regimes, that measure that which is readily measurable, in an education system that has a functionalist agenda, with an economic purpose. This regime quells their creative desires and limits their opportunities to collaborate and to share their significant knowledge and experience. Older teachers are not afforded the same promotion and developmental opportunities as younger teachers and are subject to ageist stereotypical assumptions about their continued ability to function at a high level in teaching. This is despite their will to continue to develop and seek new opportunities. The evidence demonstrates that they do not feel professionally valued, despite the wealth of experience that they have to offer, and the research reveals their voices and the significant emotional impact of this on them. Drawing on the work of Deleuze and Guattari (2013a, b) and my empirical evidence, I construct a socio-political model of the older teachers’ “Body without Organs”. This Vitruvian Teacher model incorporates aspects of their professional lives that sustain them, together with those that significantly challenge them. The critical narrative that emanates from the research gives rise to suggestions for sustaining these teachers in fulfilling careers.
Mini-museums as a nexus for storytelling and pedagogyThis research project aimed to explore the potential of storytelling pedagogies in educational settings, and to assess the feasibility of creating mini-museums in schools. Through the involvement of two primary schools in the Northwest of England, the project was able to collect primary data and refine plans for the introduction of artefacts and storytelling methods in other schools. The research assistants conducted interviews and used the 'Crazy 8' sketching technique to collect information about typical users, preferred type of product, preferences regarding colour schemes and visual design, typical contents, accessibility aspects, access and security issues, and other requirements specific to the school.
Errors in diabetic insulin therapy and the vitality of proper precautions in Bangladesh: Real-life insights from the developing worldBackground: Insulin therapy errors can have life-threatening consequences in patients with diabetes. Given the increasing prevalence of diabetes and insulin therapy in Bangladesh, it is crucial to identify and prevent these errors. This study uses case-based clinical experiences to thematically analyze insulin therapy errors and propose preventive measures. The study aims to provide valuable insights into the challenges faced in managing insulin therapy in a developing country setting and the importance of involving various stakeholders. Materials and Methods: This is a qualitative research that used a case study approach to identify and analyze errors in insulin therapy in diabetic patients who had experienced adverse clinical consequences. The cases were thematically analyzed to generate insights into current global health problems resulting from erroneous insulin therapy. Results: The two case studies highlight potential risks of errors in insulin therapy, including poor glycemic control, complications, and death. The analysis also highlights the importance of careful monitoring, checks, and communication among health-care providers, patients, and pharmacists to prevent such errors. In addition, it emphasizes the need for education and awareness among patients and health-care providers to ensure safe and effective insulin therapy. Conclusion: Accurate insulin therapy is crucial for diabetes management and preventing adverse outcomes. Identified themes emphasize improved communication, education, and monitoring to minimize therapy errors. Insights from this study can inform policies and practices for better patient outcomes. Further research can identify the root causes and develop interventions to prevent errors, leading to improved quality of life for diabetics.