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Effectiveness of Electrical Stimulation on Upper Limb Function in Children and Young People with Hemiplegic Cerebral Palsy:A Systematic Review
Get PDFObjectives: This review seeks to evaluate the effectiveness of electrical stimulation (ES) in improving upper limb function in children and young people (CYP) with hemiplegic cerebral palsy (HCP). Methods: A systematic literature search from inception until May 2025 was conducted. Various study designs comparing the effect of different ES techniques such as functional electrical stimulation (FES), transcutaneous electrical nerve stimulation (TENS), neuromuscular electrical stimulation (NMES), transcutaneous spinal cord stimulation (TSCS), and transcranial direct current stimulation (tDCS) on upper limb function in CYP with HCP were included. Results: Eighteen studies were selected for review and quality assessment, comprising twelve randomised controlled trials (RCTs) and six non-RCTs. FES was shown to improve upper limb function, though more rigorous and controlled research is needed. Both TENS and NMES demonstrate potential to improve upper limb function, particularly when combined with other interventions. The analysis suggests that variability in reporting tDCS outcomes hinders assessment of its potential benefits for improving upper limb function. Conclusions: Current research suggests ES may support upper limb rehabilitation in CYP with HCP, though the overall evidence remains limited. Most studies are small, underpowered, and lack long-term follow-up, limiting confident conclusions. ES should therefore be applied cautiously and only as part of a comprehensive rehabilitation plan
Federated Reinforcement Learning with Hybrid Optimization for Secure and Reliable Data Transmission in Wireless Sensor Networks (WSNs)
Get PDFWireless Sensor Networks (WSNs) consist of numerous battery-powered sensor nodes that operate with limited energy, computation, and communication capabilities. Designing routing strategies that are both energy-efficient and attack-resilient is essential for extending network lifetime and ensuring secure data delivery. This paper proposes Adaptive Federated Reinforcement Learning-Hunger Games Search (AFRL-HGS), a Hybrid Routing framework that integrates multiple advanced techniques. At the node level, tabular Q-learning enables each sensor node to act as a reinforcement learning agent, making next-hop decisions based on discretized state features such as residual energy, distance to sink, congestion, path quality, and security. At the network level, Federated Reinforcement Learning (FRL) allows the sink node to aggregate local Q-tables using adaptive, energy- and performance-weighted contributions, with Polyak-based blending to preserve stability. The binary Hunger Games Search (HGS) metaheuristic initializes Cluster Head (CH) selection and routing, providing a well-structured topology that accelerates convergence. Security is enforced as a constraint through a lightweight trust and anomaly detection module, which fuses reliability estimates with residual-based anomaly detection using Exponentially Weighted Moving Average (EWMA) on Round-Trip Time (RTT) and loss metrics. The framework further incorporates energy-accounted control plane operations with dual-format HELLO and hierarchical ADVERTISE/Service-ADVERTISE (SrvADVERTISE) messages to maintain the routing tables. Evaluation is performed in a hybrid testbed using the Graphical Network Simulator-3 (GNS3) for large-scale simulation and Kali Linux for live adversarial traffic injection, ensuring both reproducibility and realism. The proposed AFRL-HGS framework offers a scalable, secure, and energy-efficient routing solution for next-generation WSN deployments
The Drama of Recovery:Stanislavski, Vygotsky, and the Dialectic of Transformation
Get PDFThe pathway to recovery from addictions seldom unfolds as a solitary endeavour; instead, it intricately weaves together symbolic, embodied, and psychosocial processes aimed at the adoption of new coping mechanisms and new values. This journey entails a transformative pursuit wherein individuals attempt to reorganise their habits, priorities, and decision-making. While modern forms of addiction treatment promise to facilitate a similar process of self-transformation, they often do so through an inherently individualistic lens. On the other hand, theatre stands out as the most enduring technology of self-transformation in human history—an artistic medium for collectively forging new modes of existence. This article aims to revisit theatre’s therapeutic potential for addictions by focusing on a specific instance of the intersection between drama and psychology during the early 20th century. The exploration aims to demonstrate how integrating Konstantin Stanislavski’s psychophysiological approach to acting and L.S. Vygotsky’s concept of perezhivanie offers a promising avenue for reimagining addiction recovery as a dialectical ontogenetic process based on the nexus of ‘crisis-imagination-transformation’. By framing the actor’s psychology as a historically and socially embedded phenomenon rather than a purely biological or individual experience, Vygotsky offers a dialectical approach not only to acting but to every process of self-transformation. His emphasis on the sociohistorical nature of perezhivanie not only redefines the actor’s craft but also highlights the broader transformative potential of performance, both in art and in what he termed the drama of life, as a shared, collective process of meaning-making and change
A qualitative exploration of the barriers and facilitators to the implementation of the alcohol assertive outreach model
Get PDFAlcohol use disorder has adverse implications for individuals' health, utilisation of healthcare services, and societal costs. There are a group of individuals who frequently attend hospital for alcohol-related issues, have complex co-morbid needs, and experience barriers to engaging with specialised alcohol treatment services. To support these individuals and reduce healthcare system costs, Alcohol Assertive Outreach Treatment (AAOT) has been recommended. However, AAOT is not routinely used in the UK. Understanding the determinants of the implementation of AAOT can increase its utilisation and effectiveness. This study therefore employed the Consolidated Framework for Implementation Research (CFIR) framework to highlight barriers and facilitators to the successful and sustainable implementation of AAOT. Semi-structured interviews were conducted with twenty AAOT team staff members (team managers and outreach workers) from two North West England AAOT teams. Twenty-eight stakeholders (clinicians, commissioners, policy makers and academics across England) were also interviewed, who were considered to be key contributors to AAOT implementation, both within and external to North West England. Framework analysis based on the CFIR was conducted, whilst allowing for inductive coding where appropriate. Overall, participants recognised AAOT as acceptable and beneficial. Three main themes were identified: organisational and individual level factors, including team culture and staff characteristics; systemic partnerships and interagency communication; and an adaptable model driven by research and evaluation. Each theme relates to various CFIR domains and constructs which were perceived to influence the implementation of AAOT. Readers are encouraged to consider the findings in the development and implementation of AAOT teams, new or existing.</p
Exploring Associations Between Motor Competence, Executive Function, and Academic Attainment in Children in England
Get PDFMotor competence supports physical, emotional, and mental health, but its cognitive impact is understated. Motor-cognitive links remain underexplored, and motor competence’s role in academic attainment, including executive functions’ mediating influence, is limited. This research aimed to 1) investigate associations between motor competence and executive functions in 8-9-year-old children in England and 2) examine whether greater motor competence has a positive impact on executive function and academic attainment. Two hundred and forty seven children (51.4% girls; age 8.7 ± .4 years; 77.7% white British; 5 ± 3.1 deprivation decile; 73.3% healthy weight) across Pennine Lancashire completed a motor competence circuit, and executive function tests. Attainment across reading, writing, and mathematics assessed academic attainment. Direct effects were found between motor competence and executive function (β=-2.55, 95% CI [-4.87, -0.24]), motor competence and academic attainment (β=0.57, 95% CI [0.16, 0.98]), and executive function and academic attainment (β=-0.13, 95% CI [-0.24, -0.02]). Executive function mediated the indirect motor competence-academic attainment association (β=0.20, p=0.01). Multi-group analyses found a significant deprivation group effect (p=0.03). The motor-cognitive phenomenon is complex, requiring future research. The findings show that motor and cognitive skills intertwine to support academic achievement. Therefore, educational approaches that integrate these skills may improve attainment
The Digital Unveiling: Radical Feminist Revolt and Activism in Egypt
No full textArab societies are characterized by heteronormativity, masculinity, and patriarchy, yet women play an undeniable role in family life. The perception of Arab women as objects under male-dominated systems has been critiqued through scholarship and Orientalist stereotypes rooted in colonial views. This chapter examines such misrepresentations by exploring online activism and radical resistance during the Arab Spring in Egypt. Egyptian women’s fight for rights is longstanding; their involvement in movements like HarassMap and #AnaKaman highlights ongoing gender violence and inequality. The chapter argues that women's status is evolving, opening new avenues for empowerment and highlighting the use of digital platforms as radical tools to resist patriarchal systems. The chapter uses a qualitative approach, analysing online feminist campaigns and Egyptian grassroots movements to explore the challenges and costs of these movements persisting in pushing boundaries for learning, social justice, and transformational change
“People can take a better choice in life” - Evaluating the Making Waves Intervention Supporting Positive Change in referred individuals
Get PDFPurpose (limit 100 words) Music programmes within the criminal justice system have been shown to improve wellbeing, social skills, confidence, and reduce reoffending. The Making Waves programme by the charity Finding Rhythms offers one-to-one music sessions to referred young people and adults within a community in London. This study aimed to evaluate the Making Waves programme by exploring how well it met its goals of building participants' confidence, self-belief, and transferable skills, preparing them for a better future. Design/methodology/approach (limit 100 words) Using a qualitative approach, the team conducted interviews with 14 referred young people and adults (aged 18-46; 13 men, 1 woman) who consented to be involved in the evaluation of this project, as well as a focus group with the project team, to gather insights into their perceptions and experiences of the programme’s impact. Findings (limit 100 words) Thematic analysis identified key themes of personal development, wellbeing, and the overall effectiveness of the intervention as well as positive perceptions of the programme. The three main perceived benefits of the programme included: improved musical skills and aspirations, enhanced wellbeing and emotional regulation, and personal growth through better communication, interpersonal skills, and reduced likelihood of offending. The project team echoed these positive outcomes, and also identified challenges, including referral issues, limited capacity, and balancing creative expression with social norms. Originality/value (limit 100 words) Discussion of wider research and recommendations are presented, including development of relationships with other stakeholders and education about the potential benefits of music-based programmes in the criminal justice service. The researchers also consider the next stages of acceptability and efficacy of the programme
“People can take a better choice in life” - Evaluating the Making Waves Intervention Supporting Positive Change in referred individuals
Get PDFPurpose (limit 100 words) Music programmes within the criminal justice system have been shown to improve wellbeing, social skills, confidence, and reduce reoffending. The Making Waves programme by the charity Finding Rhythms offers one-to-one music sessions to referred young people and adults within a community in London. This study aimed to evaluate the Making Waves programme by exploring how well it met its goals of building participants' confidence, self-belief, and transferable skills, preparing them for a better future. Design/methodology/approach (limit 100 words) Using a qualitative approach, the team conducted interviews with 14 referred young people and adults (aged 18-46; 13 men, 1 woman) who consented to be involved in the evaluation of this project, as well as a focus group with the project team, to gather insights into their perceptions and experiences of the programme’s impact. Findings (limit 100 words) Thematic analysis identified key themes of personal development, wellbeing, and the overall effectiveness of the intervention as well as positive perceptions of the programme. The three main perceived benefits of the programme included: improved musical skills and aspirations, enhanced wellbeing and emotional regulation, and personal growth through better communication, interpersonal skills, and reduced likelihood of offending. The project team echoed these positive outcomes, and also identified challenges, including referral issues, limited capacity, and balancing creative expression with social norms. Originality/value (limit 100 words) Discussion of wider research and recommendations are presented, including development of relationships with other stakeholders and education about the potential benefits of music-based programmes in the criminal justice service. The researchers also consider the next stages of acceptability and efficacy of the programme
Research renaissance Transforming FE culture with collaborative inquiry & professional development
No full textImplementing a research culture in FE settings is challenging due to the whirlwind of business-style demands and competitive key performance indicators, focused on churning out a workforce (Cornish, 2018), creating inequitable working conditions, poor compensation and limited professional development opportunities (Allen & Sims, 2018)
Resistance Stories Tea Party:Generating dialogues of hope on children’s right to play in early childhood and the urgency of advocacy, activism and resistance to formal approaches to learning
No full textThe subject of this workshop is the urgency of addressing how in early childhood education and care (ECEC) settings, children's play is often marginalised. We propose there is an urgent dialogue required on how restrictions on play limit physically active, social and independent experiences. Drawing on recent research, we ask questions about why more formal instruction is prioritised through policies, assessment demands, and inspection procedures (Albin-Clark and Archer, 2023; Archer and Albin-Clark, 2022; Roberts-Holmes and Moss, 2021). Our workshop is designed to be a playful and dialogic space for tutors and students that takes the form of a tea party, with tea pots, cups, saucers and tablecloths. What we ask of participants is to bring biscuits and a willingness to engage in playful dialogue. Through using open ended questions on the themes of play, activism, advocacy and resistance, we aim to open dialogues over the teacups through a playful disturbance of the AcademicConferenceMachine (Bennozzo et al. 2019) by upending who has authority, knowledge and control of narratives. By posing questions, we aim to generate conversations about why resistance is needed; what can hopeful flourishing pedagogies do? how are resistances enacted? what impact can resistance stories have for generating hopefulness? In doing so, we aim to create hopeful dialogic spaces about why and how resistance happens and what kinds of actions are possible to generate and actively seek ways for play to flourish in higher education, research and in schools and settings. Albin-Clark J, Archer N (2023) Playing social justice: How do early childhood teachers enact the right to play through resistance and subversion? PRISM: Casting New Light on Learning, Theory and Practice 5(2): 47–66. Archer N, Albin-Clark J (2022) Telling stories that need telling: A dialogue on resistance in early childhood education. Forum (Chicago) 64(2): 21–29. Benozzo, A., Carey, N., Cozza, M., Elmenhorst, C., Fairchild, N., Koro-Ljungberg, M. and Taylor, C., 2019. Disturbing the AcademicConferenceMachine: Post-qualitative re-turnings. Gender, Work and Organization, 26(2), pp.87-106. Roberts-Holmes G, Moss P (2021) Neoliberalism and Early Childhood Education. Abingdon: Routledge