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Integrating into my ‘green family’
No full textIn her last Student Column, Ellie Workman reflects back on her journey this past year, as well as looking ahead to her third year and her transition towards becoming an official part of the paramedic communit
The creation, modification, implementation, and assessment of a hydration education pack. To develop children's and teachers' knowledge and understanding of fluid intake
No full textBackground
Williamson and Howells (2019) found that 46.9% of young children believed they drink <500ml a day. Compounding this, Howells and Coppinger (2020) reported that only 11%
of teachers actively encourage children’s drinking. Therefore, the APPG on a Fit and Health Childhood (Howells, 2020) supported the hypothesis that a hydration education
pack (HEP) could address this gap in knowledge, understanding and support, which this original research investigated.
Methods
Using a three-study-sequential study design to create-modify-implement and assess theHEP, version 1 was created after the literature review. Study 1 interviewed 3 teachers to
modify the HEP to create version 2. Study 2 evaluated each version 2 resource to assess efficacy and impact (45 4-5-year-olds/2 teachers), via pre/post/follow-up questionnaires to inform further modification; creating version 3. Study 3 assessed efficacy and impact of the version 3 HEP via pre/post/follow-up questionnaires with 161 children (4-7-year-olds).Children’s questionnaires were analysed with AVOVA/MANOVA (SPSS). Teachers’ questionnaires were contextually analysed with NVivo.
Results
Study 1 and 2 concluded that the HEP should be implemented via a ‘Water Week’ and separated into two HEPs (4-5-year-olds/5-7-year-olds). Study 3 reported that videos accompanied by learning activities, a reward system, a drinking tracker, and a parent fluid fact sheet, were the most effective resources to support learning of fluid intake. Post-water week, statistically significant improvements (p<0.05), included: health understanding of why we need to drink, hydration/dehydration vocabulary, awareness of permitted drinking times, teacher support, parental support, hypothetically actioning a thirst response, and 5-7-year-olds perception of adequate consumption
Conclusion
This PhD has demonstrated how a HEP can be created and implemented in schools. The HEP water week effectively developed 5-7-year-old children’s and teachers’ knowledge and understanding of fluid. It supported how much-why-when-what children need to drink and who supports children to drink; influenced by increased teacher/parental support, as well as a perception of fluid intake behaviour change; thus aligning with the hypothesis. The future delivery of the HEP (5-7-year-olds) should be accepted by teachers and the APPG (now Cross-Party-Grou
Building belonging: Integrating cross-cohort peer learning into practical coaching sessions
No full textExtracting optimal number of features for machine learning models in multilayer IoT attacks
Get PDFThe rapid integration of Internet of Things (IoT) systems in various sectors has escalated security risks due to sophisticated multilayer attacks that compromise multiple security layers and lead to significant data loss, personal information theft, financial losses etc. Existing research on multilayer IoT attacks exhibits gaps in real-world applicability, due to reliance on outdated datasets with a limited focus on adaptive, dynamic approaches to address multilayer vulnerabilities. Additionally, the complete reliance on automated processes without integrating human expertise in feature selection and weighting processes may affect the reliability of detection models. Therefore, this research aims to develop a Semi-Automated Intrusion Detection System (SAIDS) that integrates efficient feature selection, feature weighting, normalisation, visualisation, and human–machine interaction to detect and identify multilayer attacks, enhancing mitigation strategies. The proposed framework managed to extract an optimal set of 13 significant features out of 64 in the Edge-IIoT dataset, which is crucial for the efficient detection and classification of multilayer attacks, and also outperforms the performance of the KNN model compared to other classifiers in binary classification. The KNN algorithm demonstrated an average accuracy exceeding 94% in detecting several multilayer attacks such as UDP, ICMP, HTTP flood, MITM, TCP SYN, XSS, SQL injection, etc
Investigating volunteer dynamics to enable improved social inclusivity in a community food distribution service in South-West London, United Kingdom
No full textFood distribution services play a key role in ensuring and promoting health needs of vulnerable individuals
and families through dignity-centric and gatekeeper free access to food. However, in practice, conflicting experiences, between health promotion approaches and meeting basic needs exist depending on the habitus of the population as proposed by Pierre Bourdieu. The purpose of the study was to investigate and understand the lived experiences of visitors and volunteers at a surplus food distribution project in a borough of London ranked as “affluent” by the UK indices of multiple deprivation (IMD). It aimed to understand key characteristics of visitors and understand the benefits to a community assumed as statistically affluent, during a time where food insecurity prevalence has sharply increased.
A pragmatic patchwork ethnography study was undertaken investigating the lived experiences
of visitors and volunteers to a food surplus project in South-West London, an area characterised by pockets of nested
deprivation which appear to exist within affluent areas.
Results, via thematic analysis, demonstrated volunteers could be grouped into four categories, consisting of, people attending alone, couples volunteering together, supporters attending as a carer for disabled volunteers and
transient volunteers, attending less consistently. Based on the dynamics, ethnicity, and cultures of these volunteer
groups, it is possible to create environments conducive to effective health promotion strategies, reflecting and mirroring the diversity of corresponding communities. Consequently, improved opportunities for health are developed, drawing on Bourdieu’s’ social capital to create inclusive communities to add depth to these findings.
The value of these findings is the ability to influence the dynamics of food aid projects, supporting the creation of health promoting environments. Consequently, an ability to deliver a dignity-centric, inclusive service with reduced stigma attachment can be developed
The use of technology tools and learning experience: Insight from business school students
No full textThe researchers present the analysis of an empirical study on the use of technology tools and student learning experience and the potential impact on their learning engagement. As described by the United Nations (UN) Sustainable Development Goal 4 (SDG4) - quality education suggests an education that embraces inclusive and equitable quality education and promotes lifelong learning opportunities for all students. The presentation covers three main areas, indicating future-focused education.
First, the continuous change in the education landscape and the indicators for COVID-19 recovery have placed the use of digital technology in education in a more prominent role than ever in the UK higher education sector and worldwide. The higher education sector's continuous effort to enhance education quality requires students to
play their part. However, students in this sector need help to engage with their education. Moreover, 'digital exclusion', which includes technology poverty, has been seen as one of the barriers to student learning engagement. Therefore, the researchers analyse the survey and focus group results regarding students’ use of technology tools, their experiences, and the cause and effect of technology poverty/digital exclusion on learning engagement. This could address higher education inclusion and student engagement issues.
Second, the business school education model has changed globally (Krishnamurthy, 2020), due to recent phenomena, such as the green revolution, the energy crisis, and COVID-19. In the post-pandemic period, as businesses are prepared for business transformation models using technology at the backdrop, graduates are to be prepared not only with the basics of computers and IT but also with sophisticated tools that use artificial intelligence and data sciences (Tarabasz et al., 2018; ICAEW, 2018; McKinsey Global Institute, 2022; Gietzmann
12 / 14 and Grossetti, 2021). Therefore, this presentation provides insight into students’ recent experience of using and the nature of technology tools, which could assist in innovative training and curriculum designs aided by technology for students and staff.
Third, universities need to redesign their courses, infrastructure, and human resources to meet the new expectations. The budget size requires an entirely new look in business schools. While stand-alone accounting applications are available to train students before they are qualified for professional roles, the same with finance (e.g., Bloomberg terminals) and other areas of business education, business schools require a new budget size to meet the expectations of the technology-driven business transformation the organisations and society so required. Consequently, the researchers suggest a new set of determinants of students learning engagement and behaviour (see Fig 1) with these new technology tools in this new era. The study from which this finding is presented aims to fill this gap by introducing the Higher Education Institution (HEI) Digital Poverty/Exclusion Solution Framework in Fig
2
Exploring women's experiences of menopause
Get PDFBackground and Aims
Quantitative evidence suggests that women who experience menopause early may be at risk of impaired psychological wellbeing. Health guidelines often reference the importance of psychosocial support for these women but give little specificity as to what this support may need to address. The available qualitative research into these women’s experiences has not been synthesised, which may clarify their psychosocial needs. Therefore, a meta-synthesis of qualitative research that explored the emotional, psychological, and relational experiences of women who experienced menopause early was conducted.
Method
A systematic search of Medline, PsycInfo, CINAHL, and ASSIA databases was undertaken. Fourteen studies were critically appraised and analysed using thematic synthesis.
Results
Six themes were identified: A psychological shift in self-perception; loss of an imagined future; isolation and wanting to belong; protecting the self through secrecy; relationships shape and are shaped by menopause; and adjustment and moving forward.
Conclusion
Women who experience menopause early may undergo changes in self-concept, feelings of shame, isolation and loss, and changes in their relationships. Psychosocial support to address these areas may be helpful. Further research on women’s experiences and adjustment processes may be beneficial
The challenges of leading and managing Polish Saturday schools in the United Kingdom.
Get PDFAn extensive network of supplementary schools in the UK presents a significant yet under-researched area. There are between 3000 and 5000 supplementary schools in Britain (Ives and Wyvil, 2008), of which around 140 are Polish supplementary schools (PSS) (Pedrak, 2022)). Notably, Polish is the third most common first language in England and Wales, after English and Welsh, representing 1.1% of the population, or 591,000 individuals (ONS, 2021).
Polish supplementary schools, like many others set up by ethnic minority communities, focus on educational programmes based either on a curriculum provided by the Polish government or AQA’s GCSE and A-level specifications. The education is conducted primarily at weekends and focuses on language acquisition and bilingual development, as well as the culture, history, and traditions of the minority community.
The establishment of these schools dates back to the post-World War II era, with one of the oldest, St Joseph's PSS, being founded in 1947 in Amersham (ORPEG, 2023). Due to lack of appropriate regulations and affiliations, the schools vary in size, organisational and management structures as well as leadership styles.
Our interest stems from devoting the last 15 years to leading and teaching in two PSS, one set up by post WW II migration and the other after Poland’s 2004 accession to the EU, as well as supporting the wider PSS networks, influencing curricula and working with Polish and British national exam bodies. We would like to gain deeper insight into this unique entrepreneurial ecosystem with a view of bringing a deeper understanding into how they are led, the challenges they face, how they establish partnerships with other supplementary schools, collaborations with mainstream schools and influence on relevant governmental policies.
This paper investigates leadership and entrepreneurship within two supplementary schools (PSSs) in England, using an autoethnographic approach and entrepreneurial self-reflection. By examining legal forms, leadership styles, and challenges and opportunities faced by these social enterprises, we aim to shed light on the dynamic landscape of well-established minority-language supplementary education that at first glance seems both attached and detached from the mainstream education. Our analysis of leadership styles and legal structures reveals diverse approaches and motivations, with implications for organizational effectiveness and adaptability. This preliminary exploration is intended to inform a larger study and assist policymakers and the government in supporting minority communities in the effective governance of supplementary schools, ultimately contributing to the education and development of minority communities and society at large
Cost awareness of anaesthetic consumable items among the National Health Service (NHS) staff and the financial impact on the NHS
Get PDFBackground The financial burden of running the National Health Service (NHS) is high. Staff members should be aware of the cost of the equipment they use to enable efficient use of resources, reduce waste, and control spending. However, limited financial education at undergraduate and junior stages has contributed to relatively poor knowledge among healthcare workers at all levels. Anaesthetics is a speciality which uses a large amount of equipment; therefore, we aim to assess the cost awareness among staff for commonly used consumables. Furthermore, we aim to assess staff members' attitudes towards the financial and environmental impact of the equipment they use and whether this would change their practice. Methodology An electronic survey was sent to staff members from the anaesthetic department of the Medway NHS Foundation Trust during a one-month period. Respondents were asked to estimate the cost of 19 commonly used anaesthetic consumables, with an estimate categorised as correct if it was within 20% of the actual cost. At the end of the survey, there were five questions for respondents to answer regarding the financial and environmental impact of their current healthcare practice and possible alternatives. Results There were 69 respondents within the anaesthetic department from a variety of roles. Overall, only 9.37% of items were estimated correctly, with cheaper items commonly being overestimated and more expensive items being underestimated. Overall, 60% of respondents said the cost of an item would influence their use. The overwhelming majority claimed that the environmental impact was a concern, and most would favour recyclable/reusable alternatives. Conclusions Cost awareness among anaesthetic staff for commonly used equipment is poor. More education and training are necessary in this area as limited knowledge of service costs restricts the ability to make cost-efficient choices which are needed in the current NHS. [Abstract copyright: Copyright © 2024, Divekar et al.