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Supporting Parents Through Their Studies: Insights from the University of Chester and QAA
Get PDFThis blog for HE Professional provides research-informed insights into how providers can best support students with parental responsibility through their studies.n/
Exploring the acceleration of sustainability transitions: The case of the transition to a low-carbon hydrogen network in North West England
Get PDFClimate change attributable to anthropogenic emissions presents a major sustainability challenge. Low-carbon hydrogen could have an important role in decarbonisation by replacing the use of fossil fuels across various heavy-emitting sectors in the UK. The North West of England is well-positioned for the development of a low-carbon hydrogen network due to its existing infrastructure, assets and capabilities.
The transition to low-carbon hydrogen can be thought of as a sustainability transition because it is goal oriented and encompasses niche innovations that exhibit a lower techno-economic performance than established technologies. While transitions typically occur over decades, the urgency of decarbonisation has led scholars to explore how they could be accelerated. Guided by the Multi-Level Perspective (MLP) approach to understanding sustainability transitions, this research explores how the transition to a low-carbon hydrogen network in England’s North West region could be accelerated. It does so by employing an explorative case study methodology, collecting primary data through semi-structured interviews and virtual workshop sessions.
The data is analysed using two conceptual frameworks and further enriched by drawing upon conceptualisations from MLP literature. The first framework outlines examples of five acceleration mechanisms observed across hydrogen transition initiatives in North West England, highlighting the key activities and tensions with each. Findings indicate that embedding is less frequently observed than other mechanisms due to broader challenges associated with instrumentalising, such as design limitations of national funding schemes and a lack of frameworks to encourage private sector investment in low-carbon hydrogen technologies. The second framework explores the role of institutional and organisational drivers in promoting complementarity changes to accelerate the transition to low-carbon hydrogen, while also identifying potential transition bottlenecks. The findings suggest that institutional drivers aimed at improving the economics of low-carbon hydrogen innovations could be crucial for catalysing complementarity changes. Several high-significance bottlenecks that could prohibit the deployment of hydrogen innovations are identified, including persistent lock-in, bootstrapping, the weak spot bottleneck and public opposition. These bottlenecks are likely to arise during the experimentation phase of the transition, suggesting the need for their resolution in the short term.
This research emphasises the importance of institutional support in accelerating sustainability transitions. Examples of institutional support identified for the case studied in this research included funding schemes that enable the actual demonstration of hydrogen innovations, education programmes that may enhance social acceptance of hydrogen innovations, and measures that address the unfavourable economics of low-carbon hydrogen such as supportive business models, carbon tax reforms, and end-user subsidies. Additionally, this research highlights the need for a co-ordinated approach when strategically planning the development and deployment of low-carbon innovations, both in the early phases and throughout the course of the transition, to enable the effective implementation of institutional measures, and to mitigate against potential transition bottlenecks
Bumblebees like jazz
No full textPoetry, to encourage and enthuse the primary school teacher to share their musical loves, and others
Alzheimer Brain Imaging Dataset Augmentation Using Wasserstein Generative Adversarial Network
No full textThis version of the contribution has been accepted for publication, after peer review (when applicable) but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/978-981-99-7814-4_39]. Use of this Accepted Version is subject to the publisher’s Accepted Manuscript terms of use https://www.springernature.com/gp/open-research/policies/accepted-manuscript-terms.Deep learning models have evolved to be very efficient and robust for several computer vision applications. To harness the benefits of state-of-the-art deep networks in the realm of disease detection and prediction, it is imperative that high-quality datasets be made available for the models to train on. This work recognizes the dearth of training data (both in terms of quality and quantity of images) for using such networks for the detection of Alzheimer’s disease. It is proposed to employ a Wasserstein Generative Adversarial Network (WGAN) for generating synthetic images for augmentation of an existing Alzheimer brain image dataset. It is shown that the proposed approach is indeed successful in generating high-quality images for inclusion in the Alzheimer image dataset potentially making the dataset more suited for training high-end models
The Building Blocks
Get PDFThis is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in [Mentoring Mathematics Teachers in the Secondary School: A Practical Guide] on [01/12/2023], available online: https://www.routledge.com/Mentoring-Mathematics-Teachers-in-the-Secondary-School-A-Practical-Guide/Archer-Morgan-Swanson-Clemmet-Sullivan/p/book/9780367361358In this book chapter, I discuss models of professional knowledge that apply to mathematics teachers and illustrate this with ways that beginning mathematics teachers can develop their knowledge.
This includes:
• Specialist pedagogical knowledge for teaching mathematics
• Beliefs about how mathematics is learned and taught
• Mathematics teacher orientations
• Connecting representations of knowledge in mathematics
• Professional learning within a collaborative community of mathematics teachers.
Learning to teach mathematics is a complex challenge for teachers and especially beginning teachers who bring with them a set of beliefs, experiences and dispositions that will influence their teacher identities, their beliefs about the classroom and how they behave as teachers. Within the context of learning to teach mathematics, beginning teachers will also encounter perspectives on the classroom from teacher educators in school and in other organisations such as the institute of higher education. Thus chapter addresses these aspects of learning to teach mathematics
A creative health placement: challenging student nurses to learn creatively
Get PDFThis document is the Accepted Manuscript version of a published work that appeared in final form in [Nursing Times]. To access the final edited and published work see https://www.nursingtimes.net/roles/nurse-educators/creative-health-challenging-student-nurses-to-learn-from-the-arts-11-03-2024/There is a drive to promote population health as a preventative measure. The use of creative health has been advocated to relieve pressures on healthcare services, but this can only be achieved by greater awareness of and immersion in such practices. The creative health placement at the University of Chester responded to this need, offering 60 nursing students the experience of an arts-based practice learning placement and the chance to explore their personal wellbeing. Such learning presented a challenge for students, requiring them to reflect on their expectations of nursing placements and respond creatively to the healthcare issues facing our profession
Diseñar una conferencia accesible y equitativa y la evaluación de las barreras a la inclusión de la investigación para las comunidades de enfermedades raras
Get PDF© 2024 The AuthorsIntroduction: The United Kingdom Rare Diseases Framework, published in 2021, addresses the lack of diversity in rare disease research, particularly in clinical trials, due to intersecting issues related to rare disease symptoms and health inequalities. The framework outlines the government's commitment to improving the lives of the 3.5 million people living with rare conditions in the United Kingdom.
Objective: The primary objective is to advance equality, diversity, and inclusion in research by developing innovative methods to engage with communities, establish trust, and enhance the participation and voices of underrepresented and underserved communities.
Methods: The conference was held in May 2023, bringing together voices with lived experiences from rare and diverse communities to meet and discuss with established researchers, policy influencers and advocates. The evaluation design was developed using the Program Logic Model and utilised a conference evaluation form on barriers to inclusion.
Results: The Rare Disease Community identifies disability as the primary obstacle to inclusion. Social Care and Public Health Communities and Clinical Research Communities identified a need for more cultural competency. The Diverse Community selected psychosocial issues, and the Academic Community identified funding as the most significant barrier.
Conclusions: The Community of Practice workshops showed the variety of lived experiences and potential barriers people confront for inclusion in research. Listening to individual viewpoints was crucial to creating or repairing community trust. The Academic Community felt that research funders and ethics review boards must adapt their institutional practices to include financial resources for outreach and participation in research design
Existence, uniqueness and regularity for a semilinear stochastic subdiffusion with integrated multiplicative noise
Get PDFThe version of record of this article, first published in [Fractional Calculus and Applied Analysis: An International Journal for Theory and Applications], is available online at Publisher’s website: http://dx.doi.org/10.1007/s13540-024-00244-wWe investigate a semilinear stochastic time-space fractional subdiffusion equation driven by fractionally integrated multiplicative noise. The equation involves the ψ-Caputo derivative of order α∈(0, 1) and the spectral fractional Laplacian of order β∈(12, 1]. The existence and uniqueness of the mild solution are proved in a suitable Banach space by using the Banach contraction mapping principle. The spatial and temporal regularities of the mild solution are established in terms of the smoothing properties of the solution operators.Acknowledgements: The authors sincerely thank the anonymous referees for carefully reading the manuscript and their constructive comments and suggestions that improved the quality of the manuscript. The research of Z. Li was supported by the key research and development project of Lvliang city (No. 2022RC11)
How do we know educational interventions work?
Get PDF© 2024 Kevin D. Hochard. This AAM is provided for your own personal use only. It may not be used for resale, reprinting, systematic distribution, emailing, or for any other commercial purpose without the permission of the publisher.The overall aim of this chapter is to focus on the process of, and issues warranting consideration for, the evaluation of educational interventions. In particular, to outline some key considerations for educators to follow when assessing the evidence-base for interventions they might be considering for use in their practice. Also, important considerations for those wishing to evaluate the effectiveness of an intervention they have initiated, as well as a useful checklist which summarises this all. Recognising that some readers of this chapter might be practitioners rather than researchers, it has been written with the practitioner in mind in, hopefully, a simple and practical way. There are, however, further opportunities for additional reading and resources signposted throughout for those who wish to read up on any of these areas more. In addition to those cited throughout and referenced in the Reference list at the end, there is also section that provides the author’s Additional recommended Readings and Resources to follow-up on. Readers might also want to refer to Chapter 3 in this book which
discusses Single versus Multiple PPI approaches
The Hummingbird Project Year 2: Decreasing Distress and Fostering Flourishing in a Pragmatic Pre-Post Study
Get PDFCopyright © 2024 Platt, Hochard, Tytherleigh, Kannangara, Carson, McFaul and North. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these termsMulti-component Positive Psychology Interventions (mPPIs) in secondary schools have been shown to improve mental health outcomes for young people. The Hummingbird Project mPPI is a six-week program of workshops designed to introduce a variety of positive psychology (PP) concepts to secondary school aged children in schools to improve well-being, resilience, and hope. The effects on mental distress, however, were not explored. The current study, therefore, was designed to replicate the effects of the Hummingbird Project mPPI on positive mental health and to also explore the effects on symptoms of mental distress. Secondary school-aged children (N = 614; mean age = 11.46 years) from a sample of secondary schools located across the North West of England (N = 7) participated in the study; the majority of children were in Year 7 (94%). The PP concepts explored included happiness, hope, resilience, mindfulness, character strengths, growth mindset, and gratitude. The results showed significant improvements associated with the mPPI in well-being (as measured by the World Health Organization Well-Being Index; WHO-5), hope (as measured by the Children’s Hope Scale; CHS), and symptoms of mental distress (as measured by the Young Person’s Clinical Outcomes in Routine Evaluation; YP-CORE) from pre- to post-intervention. While acknowledging the limits due to pragmatic concerns regarding the implementation of a control group, the effectiveness of the Hummingbird Project mPPI on well-being was replicated alongside reducing the symptoms of mental distress. Future evaluation, however, will need to implement more robust designs and consider follow-up duration to assess the longer-term effects of the Hummingbird Project mPPI
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