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Digital intervention (Renewed) to support symptom management, wellbeing, and quality of life among cancer survivors in primary care:a randomised controlled trial
Get PDFBackground: Many cancer survivors following primary treatment have prolonged poor quality of life.Aim: To determine the effectiveness of a bespoke digital intervention to support cancer survivors.Design and setting: This was a pragmatic parallel open randomised trial in UK general practices (ISRCTN:96374224).Method: People having finished primary treatment (≤10 years previously) for colorectal, breast, or prostate cancers, with European Organization for Research and Treatment of Cancer Core Quality of Life Questionnaire (EORTC QLQ-C30) score ≤85, were randomised by online software to: 1) detailed ‘generic’ digital NHS support (‘LiveWell’; n = 906); 2) a bespoke complex digital intervention (‘Renewed’; n = 903) addressing symptom management, physical activity, diet, weight loss, and distress; or 3) ‘Renewed with support’ (n = 903): ‘Renewed’ with additional brief email and telephone support.Results: Mixed linear regression provided estimates of the differences between each intervention group and generic advice. At 6 months all groups improved (primary time point: n for the generic, Renewed groups, and Renewed with support were 806, 749, and 705, respectively), with no significant between-group differences for EORTC QLQ-C30, but global health improved more in both the Renewed groups. By 12 months there were small improvements in EORTC QLQ-C30 for Renewed with support (versus generic advice: 1.42, 95% confidence interval [CI] = 0.33 to 2.51); both Renewed groups improved global health (12 months: Renewed: 3.06, 95% CI = 1.39 to 4.74; Renewed with support: 2.78, 95% CI = 1.08 to 4.48), dyspnoea, constipation and enablement, and lower primary care NHS costs (in comparison with generic advice [£265]: Renewed was –£141 [95% CI = –£153 to–£128] and Renewed with Support was –£77 [95% CI = –£90 to –£65]); and for Renewed with support improvement in several other symptom subscales. No harms were identified.Conclusion: Cancer survivors’ quality of life improved with detailed generic online support. Robustly developed bespoke digital support provides limited additional short-term benefit, but additional longer-term improvement in global health, enablement, and symptom management, with substantially lower NHS costs.<br/
BAAL–Cambridge University Press Seminar 2024 – Virtual exchange as an equity, diversity and inclusion-compliant approach to language education:A Global South–North research-informed seminar
Get PDFESG performance and financial distress during COVID-19: the moderating effects of innovation and capital intensity
No full textPurpose: This study examines the relationship between Environmental, Social and Governance (ESG) practices and financial distress in times of uncertainty. Design/methodology/approach: Thomson Reuters ESG database, Compustat and Center for Research in Security Prices (CRSP) were used to derive a final sample size of 1,572 firms and 11,618 firm-year observations from 2003 to 2022. Fixed-effects regression was used to analyze the data. Findings: It was found that increasing ESG involvement leads to an increase in Z score (i.e. lower financial distress), and this impact was more profound during the COVID-19 period and also when firms' innovativeness increased. However, during the COVID-19 period, increases in capital expenditures weaken the positive effect of ESG on financial distress. Research limitations/implications: This study contributes to the growing body of literature on the impact of ESG performance on financial distress and the nature of this relationship during times of uncertainty such as COVID-19. Practical implications: This study offers insights to managers and practitioners when developing their corporate financial strategies, particularly financial distress management, showing the potential benefits of innovativeness and capital intensity during turbulent times similar to COVID-19. Originality/value: Little knowledge exists on how ESG engagement helps weather financial distress during periods of uncertainty due to external shocks (e.g. COVID-19). This paper looks at the effect of ESG engagement on financial distress and how capital intensity and innovativeness could influence this relationship while giving fresh insights into the impact of COVID-19.</p
The Possibilities and Limits of Dialogue in a World of Political Populisms
No full textThis special edition of The Journal of Dialogue Studies is composed of papers which engage with and explore the possibilities and limits of dialogue in a world in which there would appear to be a rising tide of political populisms that have been challenging existing political norms, institutions, and processes. The movements associated with such populisms have of been led by ‘charismatic’ leaders who make an appeal to ‘ordinary people’ over and against ‘the establishment’. In the process, they employ contentious and polarising rhetoric which brings serious challenges to social cohesion, civility, and truth in public life. This special issue brings together articles written by researchers from across a range of academic disciplines and fields of practice, drawing also on insights from dialogue theories an dialogue practice, in order critically to explore the dynamics of such political populisms and their impact on the communicative possibilities and limits of dialogue
Popular movie effects on advanced finance course performance:flipped classroom vs in-class view
No full textPurpose: Interest in using popular movies in higher education has flourished, but determining their actual impact remains tricky. Some studies suggest these movies can positively affect student satisfaction, yet many criticize this method as ineffective or lazy. Our study compared two ways of using popular movies – watching them in class versus a flipped approach – for an advanced finance module. We aim to examine the best teaching delivery of watching popular movies in an advanced module. Design/methodology/approach: This study compares two teaching methods during movie screenings: a didactic flipped classroom (Group 01) and in-class viewing (Group 02). The sampling frame was final-year finance students from a public university. It was conducted over two academic years and involved 190 students aged 20–23. These students were split into two groups: G01, with 93 students, and G02, with 97 students. The study focused on the movie “Big Short,” chosen for its relevance to the Fixed-Income Securities course (the advanced module). Findings: Our findings indicate both methods led to high student satisfaction, with no significant difference between in-class viewing and the flipped approach. However, the understanding of the advanced module significantly increased overall. Importantly, using popular movies as flipped material resulted in better student grades compared to in-class viewing. This suggests that while using popular movies is a beneficial teaching method, employing a didactic flipped classroom approach yields superior outcomes for students. Practical implications: This research offers practical insights for instructors, highlighting the value of utilizing popular movies in advanced education. It suggests incorporating movies as learning materials can enhance student satisfaction, particularly when employed within a flipped classroom framework. Importantly, the study reveals that adopting the flipped classroom approach yields superior academic outcomes compared to traditional in-class viewing. Thus, instructors teaching advanced modules should consider integrating popular movies within flipped classrooms to not only enhance student satisfaction but also improve academic performance. Originality/value: Our research investigates popular movies' efficacy, particularly in advanced finance education. While previous studies have explored using movies to enhance student satisfaction, this study investigates it further by comparing two delivery methods: the didactic flipped classroom and traditional in-class viewing. While both methods effectively increase student satisfaction, the didactic flipped classroom significantly improves academic performance. This highlights the innovative potential of the flipped approach in promoting deeper learning and suggests practical implications for instructors seeking to enhance both satisfaction and academic outcomes in advanced courses.</p
The future for sport officiating research:an expert statement
Get PDFResearch, coverage, and understanding in sport officiating related scholarly activity have increased markedly in the last decade. Sport officials (referees, judges, umpires) have been historically underrepresented in the sport management, psychology, and physiology literature, but this collection of experts provides avenues for collaboration and exploration that can contribute to understanding systems, individuals, and initiate real-world changes for sporting organisations, policy makers, and officials themselves. Focused and organised around the key research areas and priorities of physiology, decision making, psychology, mental health, management, and training and development, this statement offers detail on the development of the research and associated literature and provides proposals for future scholarship linked to each of the key research areas.</p
The building blocks of aspiration to go to university in young people from post-industrial towns in England
Get PDFIn England, there has been a shift away from ‘aspiration raising’ in widening participation (WP) activities aimed at improving access to higher education (HE) for students from low socio-economic status groups. This shift is partly based on the notion that students from these groups do not inherently “aim lower” However, understanding the factors that drive aspirations towards HE remains crucial for addressing geographical gaps in HE participation that cannot be explained by prior attainment. This study aimed to inform WP practices using rich questionnaire data from 602 year 10 students across six schools in post-industrial English towns known for high community need and poor opportunities, contextualised within a Theory of Possible Selves framework. The questionnaire examined students' HE aspirations, education perceptions, and self-esteem. Findings revealed that only 39.4% of the students in this cohort aspired to university at age 18, with significant gender differences: 46.6% of females versus 29.8% of males (p < 0.001), thus challenging the notion of pre-set high aspirations and underlining the importance of locality-specific and socio-cultural context. Having role models, particularly close relatives, who have been to university is valuable, underscoring the importance of fostering similar social capital for students without such connections. Commitment to schooling and academic self-concept were significant predictors of HE aspiration, with two specific elements standing out for WP consideration: understanding the value of education and being confident in solving problems. Findings have important policy implications, which are discussed along with practical recommendations for tailoring WP interventions, considering contextual and socioeconomic factors.</p
Policy Council Proceedings Sugar-Sweetened Beverages In The United Arab Emirates-A Call For Public Health Action
No full textDespite implementing a 50% Excise Tax on SSBs in 2019 in the UAE, research shows minimal impact on consumption patterns. Key challenges include rising adolescent type 2 diabetes, easy access to SSBs, and limited health education.The report presents ten policy recommendations: Establish a governing body for healthy lifestyles, Develop a strategy linked to SDGs. Support organizational policies in schools and workplaces. Utilize public health frameworks. Use demographic data in policy design. Strengthen taxation and labeling legislation. Mandate industry social responsibility. Support innovative strategies. Develop awareness campaigns. Implement rigorous monitoring systemsThe way forward requires collaboration between government entities, educational institutions, healthcare providers, industry stakeholders, community organizations, and researchers to implement these recommendations and create meaningful change in consumption patterns
The Curatorial:From Epistemic Capacities to Curatorial Research
Get PDFThis essay examines curatorial research as a critical epistemological practice intersecting artistic research, curatorial methodology, and critical theory. Drawing on the work of Irit Rogoff, Maria Lind, and others, it explores how curatorial research operates beyond traditional exhibition-making, emphasizing processes of exposure, relational assemblages, and speculative inquiry. The essay argues that curatorial research resists conclusive answers by prioritizing exploration, dynamic inquiry, and audience participation, offering a transformative approach to cultural knowledge production and critical engagement