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1. Delving into Institutional Diversity Messaging: A Cross-Institutional Analysis of Student and Faculty Interpretations of Undergraduate Experiences of Equity, Diversity, and Inclusion in University Websites

Author

Rankin, Joanna C., Pearl, Andrew J., Jorre de St Jorre, Trina, McSharry McGrath, Moriah, Dyer, Sarah, Sheriff, Samiah, Armitage, Roberta, Ruediger, Kerstin, Jere, Anoushka, Zafar, Saania, Sedres, Shalaine, and Chaudhary, Daania

Abstract

Recognizing that university statements about equity, diversity, and inclusion are often cosmetic, performative, or at best, aspirational, rather than indicative of on-campus realities, this project analyzes interpretations of student identity and diversity through publicly available materials. The primary purpose of this research was to investigate how university messages about equity, diversity, and inclusion, available through public websites, are interpreted by faculty and students. Using a students-as-partners approach, we identified and analyzed themes based on our own perceptions and understandings of each of five university websites: University of Calgary (Canada), University of Alabama (USA), Deakin University (Australia), University of Exeter (UK), and Portland State University (USA). While equity, diversity, and inclusion are signature initiatives at many universities, we found that analyses of their websites suggest that the ways in which those are operationalized differ. The patterns identified suggest that messaging through university websites can promote or detract from equity, diversity, and inclusion in university settings, and we observed differences in the ways in which institutions operationalized and represented initiatives related to equity, diversity, and inclusion. Exploring how these efforts at our five institutions are messaged to and interpreted by students provides a better understanding of the institutional priorities and the assumed values identified by student co-researchers. The use of student co-researchers proved an especially valuable contribution to this analysis to gain perspectives about presentations of student identity and diversity. Using this form of embedded research, we identify the limited presentations of and perceptions around diversity at institutions of higher education cited by student co-researchers.

Published
2022

6. Role Conflict: How Search Committee Chairs Negotiate Faculty Status, Diversity, and Equity in Faculty Searches

Author

Hakkola, Leah and Dyer, Sarah J. V.

Abstract

Bias among faculty search committees has been considered a significant barrier to diversifying the professoriate. Given the traditional faculty hierarchy in academia, junior faculty search chairs may not have the positional power to challenge authority when confronted with bias or prejudice. Yet, search chairs are expected to ensure equitable practices and outcomes in their searches. In response to this quandary, through the lens of role theory, this study examined how faculty roles, within the hierarchical structure of tenure, affected equity during the hiring process. Findings revealed that the faculty hierarchy often superseded decision-making power given to search chairs if they were junior faculty, often leading to implicit support of biased hiring practices and the perpetuation of a culture of Whiteness. The study also indicated that search chairs' identities, values, and perceptions influenced how they operationalized diversity and equity in the search process, contributing to either diversity advocacy or support of the status quo. This qualitative inquiry makes an important contribution to the literature by exploring the ways in which faculty search chairs' status and social identities impact interpersonal committee dynamics and decisions about hiring diverse candidates.

Published
2022
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7. Summarised, verified and accessible: improving clinical information management for potential haematopoietic stem cell transplantation patients.

Author

Pepperall, Jennifer, Davies, Elaine, Dyer, Sarah, Proudlove, Nathan, Rees, Margaret, and May, Folsade

Subjects
PDSA, efficiency, laboratory medicine, organisational, quality improvement, transplantation, COVID-19, Hematopoietic Stem Cell Transplantation, Humans, Information Management, Pandemics, SARS-CoV-2
Abstract

The Welsh Transplantation and Immunogenetics Laboratory (WTAIL) is responsible for managing patient work-up for haematopoietic stem cell transplantation (HSCT), the only potentially curative option for many haematological and non-haematological conditions. Work-up requires regular communication between WTAIL and the transplanting clinicians, facilitated by weekly multidisciplinary team (MDT) meetings, to agree decisions and proceed through each work-up stage. Effective communication and minimising error are critical, as transplanting cells from a suboptimal donor could have severe or fatal consequences for the patient. We reviewed our HSCT patient management and identified issues including staff dissatisfaction with the inefficiency of the current (paper-based) system and concern about the potential for incidents caused by errors in manual transcription of patient information and tracking clinical decisions. Another driver for change was the COVID-19 pandemic, which prevented the usual face-to-face MDT meetings in which staff would show clinicians the paper records and reports; the shift to online MDT required new ways of sharing data. In this project we developed a new central reference point for our patient management data along with electronic patient summary sheets, designed with an eye to improving safety and efficiency. Over several improvement cycles we tested and refined the summary sheets with staff and clinicians and experimented with videoconferencing to facilitate data sharing. We conducted interviews with staff from which we concluded that the new process successfully reduced transcription and duplication and improved communication with the clinicians during the pandemic. Despite an increase in workload due to build-up of active patient work-up cases during the pandemic, staff reported that the new summaries enabled them to cope well. A key initiative was creation of a Task and Finish group that helped establish continual improvement culture and identified additional areas for improvement which have been followed up in further improvement projects.

Published
2021

8. Enforcement Of Adjudicators' Decisions: When Can One Decision Be Set Off Against Another?

Author

Dyer, Sarah

Subjects
Jurisdiction -- Cases, Construction industry -- Cases, Payment -- Cases, Subcontracting -- Cases, Building -- Contracts, Judgments -- Cases, Company legal issue, Business, international
Abstract

The principles applicable to the enforcement of adjudicators' decisions are well-established in English law: with the two principal defences to enforcement being a breach of the rules of natural justice, [...]

Published
2024

9. Science Star Happily Alters Orbit to Visit Welsh Primary School

Author

Dyer, Sarah and Angharad, Cerian

Abstract

A new curriculum is set for implementation in Wales from September 2022. Preparation for change is already underway in Gwaunmeisgyn Primary School in South Wales. Various development teams are preparing for the new curriculum, including the three teachers in the science and technology team. The team met to plan and design a bespoke pilot project for their pupils and school. It was agreed that the topic would be called "To Infinity and Beyond!" Staff first researched companies and providers that might provide an effective 'hook' -- a topic immersion activity or visitor to launch the topic. The team happened to stumble upon the fact that astronaut Major Tim Peake was attending an event in Cardiff and invited him to visit the school. To their surprise, he was delighted to make a slight detour to visit the school! This visit certainly engaged the children (and staff) with the new science and technology topic. Enthusiasm and thirst for learning about the topic were definitely fuelled by Tim! His visit was an amazing real-life experience for everyone at Gwaunmeisgyn.

Published
2022

11. Courageous and compassionate teaching: international reflections on our responses to teaching geography during the pandemic.

Author

Dyer, Sarah, Hill, Jennifer, Walkington, Helen, Couper, Pauline, McMorran, Chris, Oates, Yvonne, Pant, Laxmi, Rink, Bradley, and West, Harry

Subjects
*COVID-19 pandemic, *GEOGRAPHY education, *HIGHER education administration, *COMPASSION, *ONLINE education, *DIVERSITY in education
Abstract

This paper reflects on what we learnt about teaching geography during the COVID-19 pandemic. We interrogate how we, as geography educators working in different contexts, navigated the novel teaching spaces created during the pandemic using two key registers; courageous and compassionate pedagogies. Our premise is that understanding in more nuanced form the approaches we took to creating courageous and compassionate education during the pandemic may help geography educators to thrive when delivering future-facing education. Our approach was to write and share vignettes of our pandemic teaching upon which we (asynchronously) collectively reflected; creating emergent themes described in this paper. This approach to structured peer learning derives from our commitment to education as a collective endeavour. We argue that the disruption caused by the early pandemic required geography educators to focus attention explicitly on areas previously taken as given. Geography educators slowed down by: (1) recognising educator and student embodiment in a novel context; (2) prioritising listening, acknowledging and sharing with students; and (3) paying attention to and respecting difference amongst learners and colleagues. We propose that consciously adopting these approaches will support geography educators and their students in rapidly changing circumstances across educational, employment and climate contexts. [ABSTRACT FROM AUTHOR]

Published
2024
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12. Nurturing Innovation and Creativity in Educational Practice: Principles for Supporting Faculty Peer Learning through Campus Design

Author

Winks, Lewis, Green, Nicholas, and Dyer, Sarah

Abstract

While much work has focused on pedagogical innovation processes within universities, less has been said of the processes and cultures which foster and give rise to creativity within higher education and the ways in which faculty members are encouraged to develop their pedagogy across disciplines and within their departments. This paper examines the ways campus spaces at a UK university are utilised by staff for peer learning and the barriers and affordances for innovation and creativity in educational practice. Utilising an interdisciplinary design, this paper suggests that the various spaces available to university teaching staff are able to be further utilised to support creative practice and peer learning, presented as four design principles: innovation happens in everyday spaces, communal spaces need social functions, forums have different scales, and collaborative spaces require a collective culture. The normalising of a culture of innovation requires both physical and behavioural adjustments to the use of space, suggesting that both faculty and institutions need to work together to reimagine spaces for faculty peer learning.

Published
2020
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13. Construction Law Quarterly

Author

Ross, Stuart, primary, Taylor, Simon, additional, Dyer, Sarah, additional, Garbutt, Sean, additional, Knight, Emma, additional, Gough, Karen, additional, and Miller, Jon, additional

Published
2024
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15. Global trends in opioid use for pain management in acute pancreatitis: A multicentre prospective observational study

Author

Knoph, Cecilie Siggaard, Lucocq, James, Kamarajah, Sivesh Kathir, Olesen, Søren Schou, Jones, Michael, Samanta, Jayanta, Talukdar, Rupjyoti, Capurso, Gabriele, de‐Madaria, Enrique, Yadav, Dhiraj, Siriwardena, Ajith K., Windsor, John, Drewes, Asbjørn Mohr, Nayar, Manu, Cark, Neil, Pius, Riinu, Houghton, Eduardo, Gimenéz, Mariano, Uribe, Karla, Rodriguez, Florencia, Gundara, Justin, Mackay, Thomas, Phan, Huynh, Lewin, Joel, McElhatton, Claire, Siriwardhane, Mehan, Hodgson, Russell, Malik, Hassan, Ward, Ryan, Young, Kerilee, Bappayya, Shaneel, Loveday, Benjamin, Samra, Jaswinder, Gall, Tamara, Mittal, Anubhav, Chan, Ting Ting, Lo, Vincent Wing‐ho, Liang, Hui, Wang, Cong, Huang, Wei, Jin, Tao, Wu, Yongzi, Xia, Qing, Georgio, Nikolaou, Koronakis, Nikolaos, Davidsen, Line, Hamed, Emad, Mohamed, Salem, Demetrashvili, Zaza, Tvaladze, Ana, Kachakhidze, Irakli, Zurabashvili, Tea, Ioannidis, Orestis, Kapiris, Stylianos, Mavrodimitraki, Eleni, Sotiropoulou, Maria, Machairas, Nikolaos, Schizas, Dimitrios, Syllaios, Athanasios, Vailas, Michail, Chlorakis, Georgios, Kalaitzakis, Evangelos, Tsafaridou, Maria, Mulita, Francesk, Verras, Georgios‐Ioannis, Gupta, Amit, Rajput, Deepak, Sharma, Oshin, Goud, Rajesh, Unnisa, Misbah, Bains, Lovenish, Singh, Nishu, Dhar, Jahnvi, Abdelmoeti, Mahmoud, Súilleabháin, Criostóir Ó, O'Connell, Robert, Calabro, Marcello, La Terra, Antonio, Muretore, Andrea, Contul, Riccardo Brachet, Diotallevi, Margherita, Mascaro, Annamaria, Millo, Paolo, Biondo, Santino Antonio, Mazzeo, Carmelo, Cucinotta, Eugenio, Fleres, Francesco, Marinak, AOUG, Brocco, Veronica, Ceresoli, Marco, Rennis, Maria, Centonze, Danilo, Distefano, Coatanza, Veroux, Massimiliano, Zerbo, Domenico, Bogoni, Selene, Biloslavo, Alan, Bianchi, Velentina, Candelli, Marcello, Franceschi, Francesco, Gasbarrini, Antonio, Nista, Enrico, Sganga, Gabriele, Tropeano, Giuseppe, Policlinico, Fondazione, Altieri, Caterina, Dinuzzi, Vincenza, Marconi, Matteo, Rivolta, Umberto, Dameno, Vitale Roberto, Papa, Mario V., Balla, Andrea, Lepiane, Pasquale, Saraceno, Federica, Aiolfi, Alberto, Bona, Davide, Sozzi, Andrea, Cianci, Pasquale, Varesano, Marco, Conversano, Ivana, Abete, Roberta, D'Avino, Raffaele, Marra, Ester, Marte, Gianpaolo, Tammaro, Pasquale, Gobatti, Davide, Marmaggi, Serena, Palmieri, Francesco, Sampietro, Roberto, Manca, Roberto, Pilla, Federica, Piras, Enrico, Pignata, Giusto, Canfora, Ilaria, Andreuccetti, Jacopo, D'Alessio, Rossella, Armellin, Claudia, Grossi, Ugo, Massani, Marco, Pontin, Alessandro, Stecca, Tommaso, Pilia, Tiaizna, Pisanu, Adolfo, Podda, Mauro, Giuffrida, Mario, Perrone, Gennaro, Guadagni, Simone, Morelli, Luca, Frontali, Alice, Basurto, Francesca, D'Ugo, Stefano, Manoochehri, Farshad, Spampinato, Marcello, Apadula, Laura, Preatoni, Paoletta, Sartarelli, Lodovico, Al‐Jaiuossi, Osama, Ernisova, Mairam, Sopuev, Andrey, Sua, Bruce, Farfus, Anthony, Teo, Keith, Smith, Brittany, Ratnayake, Bathiya, Buchanan, Jayvee, Clark, Elinor, Connor, Saxon, Hore, Todd, Attari, Salman, Kadir, Bushra, Memon, Sadik, Abbas, Zaigham, Quadeer, Muhammad Ali, Altaf, Abeer, Ameet, Pooja, Devi, Jalpa, Seerani, Nandlal, Afzal, Ameer, Akbar, Ali, Asghar, Mohammad Sohail, Sa, Tiago, Barreira, Ana Lucia, Carvalho, Numo, Cismasiu, Brigitta, Henriques, Susana, Luiz, Francisco Vara, Draghici, Andreea, Grigorean, Valentin, Porojan, Vlad, Stoian, Alexandru‐Rares, Teaca, Lucia, Arbutina, Dragana, Cuk, Vladica, Kovacevic, Bojan, Mandic, Luka, Bonney, Glenn, Gao, Yujia, Pang, Ning Qi, Bellil, Abdalla, Devar, John, Khan, Zafar, Khumalo, Vusi, Smith, Martin, Estevez‐Fernandez, Sergio, Mosquera, Beatriz Romero, Rodriguez, Sergio, Garcia‐Rayado, Guillermo, Piñerua‐Gonsalvez, Jean Felix, Ruiz Rebollo, M Lourdes, Olmos, Jose M., Tejedor‐Tejada, Javier, Diez‐Alonso, Manuel, Matias‐Garcia, Belen, Moreno, Fernando Mendoza, Vera‐Mansilla, Cristina, Roses, Helena Salvador, Gómez, Diego Vázquez, Oballe, Juan Rodriguez, Jayarajah, Umesh, Nandasena, Malith, Pathirana, Aloka, Galal‐Eldin, Sami, Hajibandeh, Shahab, Hamid, Hytham, Colak, Elif, Sydorchuk, Larysa, Knut, Ruslan, Voronyuk, Ksenia, Chooklin, Serge, Baryskyi, Vitalii, Sydorchuk, Ruslan, Mukherjee, Samrat, Patel, Maitreyi, Akhtar, Amina, Asarbakhsh, Miriam, Nolan, Frances, Schuijtvlot, Nicholaas, Prem, Sandhya, Thrikandiyur, Anuradha, Morris, Millicent, Mroczek, Thomas, Sgourakis, George, Sultana, Asma, Varley, Rebecca, Groot‐Wassink, Thomas, Labinoti, Roland, Packham, Brett, Seebah, Keving, Allen, Sophie, Mokhtassi, Shiva, Belgaumkar, Ajay, De'Ath, Henry, Cook, Amy, Delaney, Christopher, Johnson, Roisin, Azibaodinami, Becky Olali, Sartini, Ashley, Stanfield, Mea, Tomasi, Ivan, Kanakala, Venkat, Mbarushimana, Simon, McKeever, Mark, Batilli, Mamata, Bhatta, Gakul, Rai, Subash, Bond‐smith, Giles, Elserafy, Amr, Shams, Mohamed, Al Saoudi, Tareq, Bhardwaj, Neil, Hussain, Wajith, Lancellotti, Francesco, Montagnini, Greta, Cairns, George, Hollyman, Marianne, Rakin, Asef, Shahid, Mishal, Barbour, Fraser, Hawkyard, Jake, McTeer, Matthew, Pandanaboyana, Sanjay, Taylor, Ellie, Kuzman, Matta, Dyer, Sarah, Hopkins, James, Pournaras, Dimitri, Sudlow, Alexis, Kumar, SK, Aujayeb, Avinash, Leo, Alex, Senra, Fatima Lorenzana, Watfah, Josef, Barrie, Jenifer, Brown, Chris, Gomez, Dhanny, Aroori, Somaiah, Ciprani, Debora, Karmarkar, Rahi, Almomani, Eyas, Roberts, Keith, Fale, Madeleine, Gupta, Ajay, Marsden, Max, Seet, Chris, Soni, Lakshya, Hamdan, Mohammed, Sadera, Rohan, Sud, Vikas, Chinnah, Edith, Di Mauro, Davide, Manzelli, Antonio, Orabi, Amira, Presa, Roberto, Reece‐Smith, Alex, Wajed, Shahjehan, Fingret, Jacob, Shah, Nehal, Jatania, Jignesh, Krishna, Arun, Berry, David, Kitsikosta, Loukiani, Helliwell, Jack, Huntley, Benjamin, Pine, James, Yau, Jih‐Dar, Lee, Shiela, Mahawar, Kamal, Shetty, Neehar, Britton, Emily, Shaw, Alice, Laarhoven, Stijn, Gahunia, Sukhpreet, Ortega, Miguel Gargia, Lee, Adam, Ng, Cho Ee, El Kafsi, Jihene, Mason, John, Vithlani, Gauri, Benhmida, Rami, Gunell, James, Parmar, Chetan, Dorkeh, Da‐Costa, Elnagar, Mohamed, Lee, Jih Ian, Nessa, Ashrafun, Yeap, Zhu Hui, Hemadasa, Niroshini, Javed, Saria, Sami, Sharuk, Damaskos, Dimitrios, Healey, Andrew, Soupashi, Maria, Triantafyllou, Tania, Coats, Maria, Douglass, Benjamin, Hendry, Brid, Hussain, Yasmin, Javid, Zhara, Mantyla, Mia, Rajkumar, Khaman, Chin, Carven, Hajibandeh, Shahab, Kumar, Nagappan, Gerogiannis, Ioannis, Kapsampelis, Panagiotis, Gerge, Farid, Anderson, Gulsum, Dinh, Vu, Phillips, Anna, Yadav, Dhiraj, and Pandanaboyana, Sanjay

Abstract

Since there is no current international consensus on the optimal approach for pain management in acute pancreatitis (AP), analgesic practices may vary across different healthcare settings. This study explored global disparities in analgesic use, in particular opioids, during admission and at discharge in hospitalised AP patients. This was a post hoc analysis of the prospective PAINAP database, which included all admissions for AP between April and June 2022 with a 1‐month follow‐up. Demographic details, analgesic use, and clinical outcomes were recorded during admission and at discharge. Odds ratios (ORs) for opioid use during admission and at discharge were identified using multivariable regression analyses. Amongst the 1864 patients (52% males, median age 56 (interquartile range, 41–71)) across three different continents, simple analgesics were predominantly used as the primary analgesic (70%). Opioid use during admission was lowest in European centres (67%). Admission in Asian (OR, 2.53 (95% confidence interval (CI), 1.59–4.04), p< 0.001), and Australian (OR, 5.81 (95% CI, 3.19–10.56), p< 0.001) centres was associated with opioid administration during admission compared with European centres. Increased pain severity, longer pre‐admission pain duration, organ failure, and longer length of admission increased opioid use during admission. At discharge, Asian (OR, 2.01 (95% CI, 1.40–2.88), p< 0.001) and Australian (OR, 1.91 (95% CI, 1.28–2.85), p= 0.002) centres were associated with opioid prescription compared with European centres. Increased pain severity, longer pre‐admission pain duration, acute necrotic collections, and walled‐off necrosis also increased the likelihood of opioid prescription at discharge. There are substantial intercontinental differences in opioid use for AP pain. Accordingly, there is a need for international guidelines on pain management in AP.

Published
2024
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16. Rates of Bile Acid Diarrhoea After Cholecystectomy: A Multicentre Audit

Author

Farrugia, Alexia, Attard, Joseph Anthony, Hanmer, Stuart, Bullock, Stuart, McKay, Siobhan, Al-Azzawi, Marwa, Ali, Roshneen, Bond-Smith, Giles, Colleypriest, Ben, Dyer, Sarah, Masterman, Benjamin, Okocha, Michael, Osborne, Alan, Patel, Rikhilroy, Sallam, Mahmoud, Selveraj, Emmanuel, Shalaby, Samar, Sun, Wenrui, Todd, Fraser, Ward, Joel, Windle, Rebecca, Khan, Saboor, Williams, Nigel, and Arasaradnam, Ramesh P.

Published
2021
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18. Resequencing of 672 Native Rice Accessions to Explore Genetic Diversity and Trait Associations in Vietnam

Author

Higgins, Janet, Santos, Bruno, Khanh, Tran Dang, Trung, Khuat Huu, Duong, Tran Duy, Doai, Nguyen Thi Phuong, Khoa, Nguyen Truong, Ha, Dang Thi Thanh, Diep, Nguyen Thuy, Dung, Kieu Thi, Phi, Cong Nguyen, Thuy, Tran Thi, Tuan, Nguyen Thanh, Tran, Hoang Dung, Trung, Nguyen Thanh, Giang, Hoang Thi, Nhung, Ta Kim, Tran, Cuong Duy, Lang, Son Vi, Nghia, La Tuan, Van Giang, Nguyen, Xuan, Tran Dang, Hall, Anthony, Dyer, Sarah, Ham, Le Huy, Caccamo, Mario, and De Vega, Jose J.

Published
2021
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20. A Capabilities Approach to Higher Education: Geocapabilities and Implications for Geography Curricula

Author

Walkington, Helen, Dyer, Sarah, Solem, Michael, Haigh, Martin, and Waddington, Shelagh

Abstract

A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate's future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society-environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.

Published
2018
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22. Ensembl 2024

Author

Harrison, Peter W, primary, Amode, M Ridwan, additional, Austine-Orimoloye, Olanrewaju, additional, Azov, Andrey G, additional, Barba, Matthieu, additional, Barnes, If, additional, Becker, Arne, additional, Bennett, Ruth, additional, Berry, Andrew, additional, Bhai, Jyothish, additional, Bhurji, Simarpreet Kaur, additional, Boddu, Sanjay, additional, Branco Lins, Paulo R, additional, Brooks, Lucy, additional, Ramaraju, Shashank Budhanuru, additional, Campbell, Lahcen I, additional, Martinez, Manuel Carbajo, additional, Charkhchi, Mehrnaz, additional, Chougule, Kapeel, additional, Cockburn, Alexander, additional, Davidson, Claire, additional, De Silva, Nishadi H, additional, Dodiya, Kamalkumar, additional, Donaldson, Sarah, additional, El Houdaigui, Bilal, additional, Naboulsi, Tamara El, additional, Fatima, Reham, additional, Giron, Carlos Garcia, additional, Genez, Thiago, additional, Grigoriadis, Dionysios, additional, Ghattaoraya, Gurpreet S, additional, Martinez, Jose Gonzalez, additional, Gurbich, Tatiana A, additional, Hardy, Matthew, additional, Hollis, Zoe, additional, Hourlier, Thibaut, additional, Hunt, Toby, additional, Kay, Mike, additional, Kaykala, Vinay, additional, Le, Tuan, additional, Lemos, Diana, additional, Lodha, Disha, additional, Marques-Coelho, Diego, additional, Maslen, Gareth, additional, Merino, Gabriela Alejandra, additional, Mirabueno, Louisse Paola, additional, Mushtaq, Aleena, additional, Hossain, Syed Nakib, additional, Ogeh, Denye N, additional, Sakthivel, Manoj Pandian, additional, Parker, Anne, additional, Perry, Malcolm, additional, Piližota, Ivana, additional, Poppleton, Daniel, additional, Prosovetskaia, Irina, additional, Raj, Shriya, additional, Pérez-Silva, José G, additional, Salam, Ahamed Imran Abdul, additional, Saraf, Shradha, additional, Saraiva-Agostinho, Nuno, additional, Sheppard, Dan, additional, Sinha, Swati, additional, Sipos, Botond, additional, Sitnik, Vasily, additional, Stark, William, additional, Steed, Emily, additional, Suner, Marie-Marthe, additional, Surapaneni, Likhitha, additional, Sutinen, Kyösti, additional, Tricomi, Francesca Floriana, additional, Urbina-Gómez, David, additional, Veidenberg, Andres, additional, Walsh, Thomas A, additional, Ware, Doreen, additional, Wass, Elizabeth, additional, Willhoft, Natalie L, additional, Allen, Jamie, additional, Alvarez-Jarreta, Jorge, additional, Chakiachvili, Marc, additional, Flint, Bethany, additional, Giorgetti, Stefano, additional, Haggerty, Leanne, additional, Ilsley, Garth R, additional, Keatley, Jon, additional, Loveland, Jane E, additional, Moore, Benjamin, additional, Mudge, Jonathan M, additional, Naamati, Guy, additional, Tate, John, additional, Trevanion, Stephen J, additional, Winterbottom, Andrea, additional, Frankish, Adam, additional, Hunt, Sarah E, additional, Cunningham, Fiona, additional, Dyer, Sarah, additional, Finn, Robert D, additional, Martin, Fergal J, additional, and Yates, Andrew D, additional

Published
2023
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23. VEuPathDB: the eukaryotic pathogen, vector and host bioinformatics resource center in 2023

Author

Alvarez-Jarreta, Jorge, primary, Amos, Beatrice, additional, Aurrecoechea, Cristina, additional, Bah, Saikou, additional, Barba, Matthieu, additional, Barreto, Ana, additional, Basenko, Evelina Y, additional, Belnap, Robert, additional, Blevins, Ann, additional, Böhme, Ulrike, additional, Brestelli, John, additional, Brown, Stuart, additional, Callan, Danielle, additional, Campbell, Lahcen I, additional, Christophides, George K, additional, Crouch, Kathryn, additional, Davison, Helen R, additional, DeBarry, Jeremy D, additional, Demko, Richard, additional, Doherty, Ryan, additional, Duan, Yikun, additional, Dundore, Walter, additional, Dyer, Sarah, additional, Falke, Dave, additional, Fischer, Steve, additional, Gajria, Bindu, additional, Galdi, Daniel, additional, Giraldo-Calderón, Gloria I, additional, Harb, Omar S, additional, Harper, Elizabeth, additional, Helb, Danica, additional, Howington, Connor, additional, Hu, Sufen, additional, Humphrey, Jay, additional, Iodice, John, additional, Jones, Andrew, additional, Judkins, John, additional, Kelly, Sarah A, additional, Kissinger, Jessica C, additional, Kittur, Nupur, additional, Kwon, Dae Kun, additional, Lamoureux, Kristopher, additional, Li, Wei, additional, Lodha, Disha, additional, MacCallum, Robert M, additional, Maslen, Gareth, additional, McDowell, Mary Ann, additional, Myers, Jeremy, additional, Nural, Mustafa Veysi, additional, Roos, David S, additional, Rund, Samuel S C, additional, Shanmugasundram, Achchuthan, additional, Sitnik, Vasily, additional, Spruill, Drew, additional, Starns, David, additional, Tomko, Sheena Shah, additional, Wang, Haiming, additional, Warrenfeltz, Susanne, additional, Wieck, Robert, additional, Wilkinson, Paul A, additional, and Zheng, Jie, additional

Published
2023
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31. Courageous and compassionate teaching: International reflections on our responses to teaching geography during the pandemic

Author

Dyer, Sarah, Hill, Jennifer, Walkington, Helen, Couper, Pauline, McMorran, Chris, Oates, Yvonne, Pant, Laxmi, Rink, Bradley, West, Harry, Dyer, Sarah, Hill, Jennifer, Walkington, Helen, Couper, Pauline, McMorran, Chris, Oates, Yvonne, Pant, Laxmi, Rink, Bradley, and West, Harry

Abstract

This paper reflects on what we learnt about teaching geography during the Covid-19 pandemic. We interrogate how we, as geography educators working in different contexts, navigated the novel teaching spaces created during the pandemic. using two key registers; courageous and compassionate pedagogies. Our premise is that understanding in more nuanced form the approaches we took to creating courageous and compassionate education during the pandemic may help geography educators to thrive when delivering future-facing education. Our approach was to write and share vignettes of our pandemic teaching upon which we (asynchronously) collectively reflected; creating emergent themes described in this paper. This approach to structured peer learning derives from our commitment to education as a collective endeavour. We argue that the disruption caused by the early pandemic required geography educators to focus attention explicitly on areas previously taken as given. Geography educators slowed down by: (1) recognising educator and student embodiment in a novel context; (2) prioritising listening, acknowledging and sharing with students; and (3) paying attention to and respecting difference amongst learners and colleagues. We propose that consciously adopting these approaches will support geography educators and their students in rapidly changing circumstances across educational, employment and climate contexts.

Published
2023

32. GET_PANGENES: calling pangenes from plant genome alignments confirms presence-absence variation

Author

Wellcome Trust, Consejo Superior de Investigaciones Científicas (España), European Molecular Biology Laboratory, Contreras-Moreira, Bruno [0000-0002-5462-907X], Casas Cendoya, Ana María [0000-0003-3484-2655], Contreras-Moreira, Bruno, Saraf, Shradha, Naamati, Guy, Casas Cendoya, Ana María, Amberkar, Sandeep S., Flicek, Paul, Jones, Andrew R., Dyer, Sarah, Wellcome Trust, Consejo Superior de Investigaciones Científicas (España), European Molecular Biology Laboratory, Contreras-Moreira, Bruno [0000-0002-5462-907X], Casas Cendoya, Ana María [0000-0003-3484-2655], Contreras-Moreira, Bruno, Saraf, Shradha, Naamati, Guy, Casas Cendoya, Ana María, Amberkar, Sandeep S., Flicek, Paul, Jones, Andrew R., and Dyer, Sarah

Abstract

Crop pangenomes made from individual cultivar assemblies promise easy access to conserved genes, but genome content variability and inconsistent identifiers hamper their exploration. To address this, we define pangenes, which summarize a species coding potential and link back to original annotations. The protocol get_pangenes performs whole genome alignments (WGA) to call syntenic gene models based on coordinate overlaps. A benchmark with small and large plant genomes shows that pangenes recapitulate phylogeny-based orthologies and produce complete soft-core gene sets. Moreover, WGAs support lift-over and help confirm gene presence-absence variation. Source code and documentation: https://github.com/Ensembl/plant-scripts.

Published
2023

38. Ensembl 2023

Author

Martin, Fergal J, primary, Amode, M Ridwan, additional, Aneja, Alisha, additional, Austine-Orimoloye, Olanrewaju, additional, Azov, Andrey G, additional, Barnes, If, additional, Becker, Arne, additional, Bennett, Ruth, additional, Berry, Andrew, additional, Bhai, Jyothish, additional, Bhurji, Simarpreet Kaur, additional, Bignell, Alexandra, additional, Boddu, Sanjay, additional, Branco Lins, Paulo R, additional, Brooks, Lucy, additional, Ramaraju, Shashank Budhanuru, additional, Charkhchi, Mehrnaz, additional, Cockburn, Alexander, additional, Da Rin Fiorretto, Luca, additional, Davidson, Claire, additional, Dodiya, Kamalkumar, additional, Donaldson, Sarah, additional, El Houdaigui, Bilal, additional, El Naboulsi, Tamara, additional, Fatima, Reham, additional, Giron, Carlos Garcia, additional, Genez, Thiago, additional, Ghattaoraya, Gurpreet S, additional, Martinez, Jose Gonzalez, additional, Guijarro, Cristi, additional, Hardy, Matthew, additional, Hollis, Zoe, additional, Hourlier, Thibaut, additional, Hunt, Toby, additional, Kay, Mike, additional, Kaykala, Vinay, additional, Le, Tuan, additional, Lemos, Diana, additional, Marques-Coelho, Diego, additional, Marugán, José Carlos, additional, Merino, Gabriela Alejandra, additional, Mirabueno, Louisse Paola, additional, Mushtaq, Aleena, additional, Hossain, Syed Nakib, additional, Ogeh, Denye N, additional, Sakthivel, Manoj Pandian, additional, Parker, Anne, additional, Perry, Malcolm, additional, Piližota, Ivana, additional, Prosovetskaia, Irina, additional, Pérez-Silva, José G, additional, Salam, Ahamed Imran Abdul, additional, Saraiva-Agostinho, Nuno, additional, Schuilenburg, Helen, additional, Sheppard, Dan, additional, Sinha, Swati, additional, Sipos, Botond, additional, Stark, William, additional, Steed, Emily, additional, Sukumaran, Ranjit, additional, Sumathipala, Dulika, additional, Suner, Marie-Marthe, additional, Surapaneni, Likhitha, additional, Sutinen, Kyösti, additional, Szpak, Michal, additional, Tricomi, Francesca Floriana, additional, Urbina-Gómez, David, additional, Veidenberg, Andres, additional, Walsh, Thomas A, additional, Walts, Brandon, additional, Wass, Elizabeth, additional, Willhoft, Natalie, additional, Allen, Jamie, additional, Alvarez-Jarreta, Jorge, additional, Chakiachvili, Marc, additional, Flint, Bethany, additional, Giorgetti, Stefano, additional, Haggerty, Leanne, additional, Ilsley, Garth R, additional, Loveland, Jane E, additional, Moore, Benjamin, additional, Mudge, Jonathan M, additional, Tate, John, additional, Thybert, David, additional, Trevanion, Stephen J, additional, Winterbottom, Andrea, additional, Frankish, Adam, additional, Hunt, Sarah E, additional, Ruffier, Magali, additional, Cunningham, Fiona, additional, Dyer, Sarah, additional, Finn, Robert D, additional, Howe, Kevin L, additional, Harrison, Peter W, additional, Yates, Andrew D, additional, and Flicek, Paul, additional

Published
2022
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39. Understanding Evaluation Influence within Public Sector Partnerships: A Conceptual Model

Author

Appleton-Dyer, Sarah, Clinton, Janet, and Carswell, Peter

Abstract

The importance of evaluation use has led to a large amount of theoretical and empirical study. Evaluation use, however, is still not well understood. There is a need to capture the complexity of this phenomenon across a diverse range of contexts. In response to such complexities, the notion of "evaluation influence" emerged. This article presents a theory of evaluation influence within public sector partnerships. An analysis of key concepts is used to develop propositions about the relationships between evaluation attributes, partnership functioning and characteristics, partnership evaluation behavior, individual characteristics, contextual factors, and evaluation influence. The model highlights the complexities of evaluation influence and identifies a range of factors that evaluators can consider in practice. The model also extends on existing theories of evaluation influence in considering the role of individual characteristics, stakeholder evaluation behavior, and partnership contexts. (Contains 4 figures.)

Published
2012
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41. Recommendations for the formatting of Variant Call Format (VCF) files to make plant genotyping data FAIR

Author

Beier, Sebastian, Fiebig, Anne, Pommier, Cyril, Liyanage, Isuru, Lange, Matthias, Kersey, Paul J., Weise, Stephan, Finkers, Richard, Koylass, Baron, Cezard, Timothee, Courtot, Mélanie, Contreras-Moreira, Bruno, Naamati, Guy, Dyer, Sarah, Scholz, Uwe, Beier, Sebastian, Fiebig, Anne, Pommier, Cyril, Liyanage, Isuru, Lange, Matthias, Kersey, Paul J., Weise, Stephan, Finkers, Richard, Koylass, Baron, Cezard, Timothee, Courtot, Mélanie, Contreras-Moreira, Bruno, Naamati, Guy, Dyer, Sarah, and Scholz, Uwe

Abstract

In this opinion article, we discuss the formatting of files from (plant) genotyping studies, in particular the formatting of metadata in Variant Call Format (VCF) files. The flexibility of the VCF format specification facilitates its use as a generic interchange format across domains but can lead to inconsistency between files in the presentation of metadata. To enable fully autonomous machine actionable data flow, generic elements need to be further specified. We strongly support the merits of the FAIR principles and see the need to facilitate them also through technical implementation specifications. They form a basis for the proposed VCF extensions here. We have learned from the existing application of VCF that the definition of relevant metadata using controlled standards, vocabulary and the consistent use of cross-references via resolvable identifiers (machine-readable) are particularly necessary and propose their encoding. VCF is an established standard for the exchange and publication of genotyping data. Other data formats are also used to capture variant data (for example, the HapMap and the gVCF formats), but none currently have the reach of VCF. For the sake of simplicity, we will only discuss VCF and our recommendations for its use, but these recommendations could also be applied to gVCF. However, the part of the VCF standard relating to metadata (as opposed to the actual variant calls) defines a syntactic format but no vocabulary, unique identifier or recommended content. In practice, often only sparse descriptive metadata is included. When descriptive metadata is provided, proprietary metadata fields are frequently added that have not been agreed upon within the community which may limit long-term and comprehensive interoperability. To address this, we propose recommendations for supplying and encoding metadata, focusing on use cases from plant sciences. We expect there to be overlap, but also divergence, with the needs of other domains.

Published
2022

43. Recommendations for the formatting of Variant Call Format (VCF) files to make plant genotyping data FAIR

Author

Beier, Sebastian, primary, Fiebig, Anne, additional, Pommier, Cyril, additional, Liyanage, Isuru, additional, Lange, Matthias, additional, Kersey, Paul J., additional, Weise, Stephan, additional, Finkers, Richard, additional, Koylass, Baron, additional, Cezard, Timothee, additional, Courtot, Mélanie, additional, Contreras-Moreira, Bruno, additional, Naamati, Guy, additional, Dyer, Sarah, additional, and Scholz, Uwe, additional

Published
2022
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44. Institutionalisation of Engaged Learning

Author

Anderson, Lindsey, Dyer, Sarah, Freedman, Joel, and Griffith, Mary

Abstract

This paper discusses the benefits and challenges of embedding Engaged Learning in the culture of universities. We look at the state of Engaged Learning across Europe and consider the benefits to universities, their students and their wider societies, of taking an institutionalised approach to Engaged Learning.We also examine the lessons learned from the ten CaST pilot projects undertaken across the six partner universities, with a focus on the University of Exeter where a Community Engaged Learning Steering Group has been created to help create a culture of Engaged Learning within the University. The Steering Group, which comprises university academics and professional services staff, students and community partners, used Design Thinking to reflect on what has worked well, and what have been the challenges of the three Exeter CaST projects, as well as other forms of Community Engaged Learning at the University of Exeter. This process helped us look beyond the usual challenges related to funding and resources to consider what structural changes are necessary to support Engaged Learning in its broadest sense at the institutional level.Finally, we look at the recommendations that emerged through the design thinking process and consider how this process can be replicated by other universities who wish to reflect on Engaged Learning in their own unique contexts.

Published
2022

45. An Investigation into Teaching Phonemic Awareness through Shared Reading and Writing.

Author

Ukrainetz, Teresa A., Cooney, Margaret H., Dyer, Sarah K., Kysar, Aimee J., and Harris, Trina J.

Abstract

Examined impact of teaching phonemic awareness by embedding sound talk within meaningful literacy experiences of shared reading and writing in small groups of 5- and 6-year-olds 3 times weekly for 7 weeks. Found that this instruction led to gains in phonemic awareness compared to no treatment. Treatment-specific improvement was evident for first sound identification, last sound identification, and sound segmentation. (Author/KB)

Published
2000

46. Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk Preschoolers.

Author

Lonigan, Christopher J., Anthony, Jason L., Bloomfield, Brenlee G., Dyer, Sarah M., and Samwel, Corine S.

Abstract

The effects of 2 preschool-based shared reading interventions were evaluated with 95 children (ages 2-5) from low-income families. Results favoring dialogic (interactive) reading were found on a measure of descriptive use of language, whereas results favoring typical shared reading were found on measures of listening comprehension and alliteration detection. (Author/CR)

Published
1999

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