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p-Index From 2020 - 2025
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All Journal Journal of Advances in Medicine and Pharmaceutical Sciences International Journal of Educational Narratives
Taylor, Sarah
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Biochemistry, Genetics & Molecular Biology Chemistry Education Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Pharmaceutical Innovations and Stewardship Programs in Combating Antimicrobial Resistance Merddy, Ousu; Rahul, Amit; Gupta, Sharma; Martin, James; Taylor, Sarah; Wilson, Matthew
Journal of Advances in Medicine and Pharmaceutical Sciences Vol 3 No 1: May 2024
Publisher : Lamintang Education and Training Centre, in collaboration with the International Association of Educators, Scientists, Technologists, and Engineers (IA-ESTE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36079/lamintang.jamaps-0301.736

Abstract

This study evaluates the effectiveness of the UK’s AMR Strategy 2019-2024 in combating antimicrobial resistance (AMR), focusing on pharmaceutical innovations. By analyzing trends in human and veterinary antibiotic use alongside resistance rates, the research identifies improvements in reducing antibiotic consumption and resistance, with MRSA resistance declining from 10% in 2016 to 6% in 2023. Despite these positive trends, the research highlights ongoing challenges in the development and implementation of new antibiotics and alternative therapies. Semi-structured interviews with stakeholders, including policymakers and pharmaceutical experts, reveal barriers such as regulatory issues, slow innovation, and insufficient funding for new drug development. The study also examines case studies of pharmaceutical innovations, including β-lactamase inhibitors, bacteriophage therapies, and antimicrobial peptides, noting progress in some areas, but significant gaps in others. The research concludes that while the UK’s AMR Strategy has led to some positive outcomes, further efforts are needed to accelerate the development of novel therapies and address structural barriers in the pharmaceutical sector. Future research should focus on enhancing international collaboration, improving regulatory frameworks, and incentivizing innovation to combat AMR more effectively. Comparative analysis with other countries' strategies could also provide valuable insights for improving the UK’s response to the AMR crisis.
Telling the Land: Aboriginal Educational Narratives and Curriculum Integration in Australian Schools Harris, Oliver; Taylor, Sarah; Mitchell, Thomas
International Journal of Educational Narratives Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i3.2211

Abstract

Background. Efforts to meaningfully integrate Aboriginal perspectives into Australian school curricula remain uneven and contested, often constrained by systemic limitations and a lack of culturally informed pedagogical frameworks. Aboriginal narratives, particularly those tied to Country, embody holistic systems of knowledge that challenge Western linear constructions of curriculum and offer alternative modes of understanding land, identity, and education. Purpose. This study explores how Aboriginal educational narratives are interpreted and integrated into curriculum practice by both Indigenous and non-Indigenous educators across diverse Australian school settings. Method. Employing a qualitative, multi-site case study approach, the research involved interviews with 22 educators and curriculum leaders, alongside analysis of classroom materials and reflective teaching journals. Results. The findings reveal that successful integration depends on deep, relational engagement with community knowledge holders, an ethic of cultural humility, and a willingness to reconfigure disciplinary boundaries. Educators who engaged in collaborative curriculum-making reported greater confidence in embedding Indigenous perspectives in ways that respect narrative sovereignty and pedagogical integrity. Conclusion. The study concludes that Aboriginal storytelling offers not only content but a method—transforming curriculum into a site of shared responsibility, ethical dialogue, and place-based learning.  
Co-Authors Gupta, Sharma Harris, Oliver Martin, James Merddy, Ousu Mitchell, Thomas Rahul, Amit Wilson, Matthew