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CABLEGNOSIS project: ageing studies on insulating materials and superconducting wires for cable applications
Get PDFTo ensure power cables’ lifetime and to prove their
reliability, standardized type and PQ tests are carried out, e.g.,
withstand voltage test. Usually, polymeric materials (typically
polyethylene) are used as dielectric materials. Standard testing
procedures integrate extrapolations using the analytical ageing
laws mostly related to thermal and voltage ageing to investigate
the impact of thermal stress and excessive temperature on lifetime
of the cable insulation. Superconducting (SC) cables are cooled
and maintained at a cryogenic temperature, below 77 K. In such
conditions, one can expect different ageing mechanisms to be
dominant rather than thermal ageing, and consequently ageing
laws might be different that will impact standard type tests. To
perceive the ageing law and guide the future process of
manufacturing, and developing techniques for prognostic health
management of SC cables as well as to predict when maintenance
might be needed, ASG superconductors, University of Glasgow
(UofG) and École supérieure de physique et de chimie industrielles
de la ville de Paris (ESPCI) are involved in work packages related
to the ageing mechanisms affecting both insulation materials and
SC wires within the framework of CABLEGNOSIS project. This
article presents insights on the ageing mechanisms at cryogenic
temperature, an innovative prediction methodology based
artificial intelligence and strategies to accelerate the ageing and
acquire accurate physical information up to breakdown
The wizard behind the curtain: the writer and the written in the work of Martin Crimp
No full textNo abstract available
Socioeconomic deprivation is associated with redirection to other services from the emergency department: a multicentre retrospective cross-sectional study
No full textNo abstract available
Trauma-Informed Practice in Education: Making Safe Spaces for Learning
No full textWe often hear that all behaviour is communication, but how do we fully understand what children are telling us when they act in distressed and often challenging ways in our settings? And how do we respond? This book offers a practice-oriented look at current theory around early childhood adversity, attachment, trauma and brain development. Traumatic experiences such as abuse, neglect, domestic violence, bereavement, bullying and others can have long-lasting effects on children, making responding to their impact a complex task for education professionals. But it is precisely through their enlightened response that healing can begin.
Providing children with positive childhood experiences is dependent upon knowledgeable practitioners who can determine children's different needs and use this understanding to create flexible, responsive learning environments. This book draws on up-to-date research informing the conceptualisation of trauma and trauma-informed interventions and uses this to establish links to practice, highlighting relationship-based interventions. Real world vignettes of trauma-aware schools and professional dialogue with experts in the field allow for a strong focus on practice.
Each chapter begins with key ideas outlining the content of the chapter, and ends with a summary paragraph to link back to the key ideas. Each chapter also provides suggestions for further reading as well as thinking points, in the form of questions for reflection. Each of the four parts of the book ends with a chapter providing insights from experts in the field, schools utilising trauma-informed and attachment-aware approaches as well as several Local Authorities seeking to introduce systemic change.
This book is essential reading for all those interested in how theory, research and policy developments can help to enhance practice in developing trauma-informed and trauma-responsive educational environments
An environmental physical activity and nutrition intervention in early childhood education and care settings: process evaluation of the NAP SACC UK multi-centre cluster RCT
No full textBackground:
Most children attend early childhood education care settings (ECEC settings), commonly known as nurseries in the United Kingdom. ECEC settings provide opportunities to improve health through improved nutritional quality and physical activity for young children. There is evidence from the US that the NAPSACC intervention improves nutrition and physical activity in ECEC settings. We adapted NAPSACC for the UK and investigated its fidelity, acceptability and sustainability within a multi-centre trial.
Methods:
Embedded process evaluation within a 12-month cluster randomised controlled trial with 52 ECEC settings (25 intervention and 27 control). The NAPSACC UK intervention comprised two six-month cycles of nutrition and activity self-assessment, staff workshops and goal setting, supported by public health practitioners. Data included: observations during training and workshop delivery, questionnaires to practitioners and ECEC setting staff; 11 interviews with practitioners who delivered the intervention, 11 ECEC setting managers, 5 commissioners, and two focus groups with the research team. Document analysis of self-assessment and goal setting forms was undertaken. Thematic analysis was conducted with both deductive and inductive codes, a coding framework and triangulation across data sources.
Results:
Three-quarters (19/25) of intervention ECEC settings implemented the NAPSACC intervention across one cycle. Only 40% implemented a second cycle, mainly due to delays in scheduling staff workshops caused by sector-wide staffing challenges. ECEC setting managers valued the opportunity to reflect on practice and the support offered by the practitioner. ECEC setting staff highly rated the workshops and valued support given by public health practitioners. 83% of nutrition and 70% of physical activity goals set by the ECEC settings were achieved (fully or partially) and self-assessment scores increased, with greater gains for ECEC settings implementing two cycles. ECEC setting managers planned to maintain the changes made but varied in their intention to continue self-assessment and goal-setting processes.
Conclusions:
Despite sector-wide staffing challenges, we saw high engagement from ECEC settings in self-assessment and setting goals to improve child nutrition and activity. However, future development and use of NAPSACC UK need to be considered in the context of a lack of measurable impact on objective measures of child health and the significant challenges of staff capacity and time
Mental ill‐health in mothers caring for offspring with intellectual disabilities at different stages of caregiving: secondary data analysis and data linkage of administrative and health records
No full textBackground:
Little research has investigated maternal-carer mental ill-health at different stages of care-giving, including following the death of offspring with intellectual disabilities.
Methods:
Population cohort study of 9787 mothers of offspring with intellectual disabilities, matched with 30,235 mothers of offspring without intellectual disabilities.
Results:
Mental ill-health was significantly higher for mothers of offspring with intellectual disabilities (OR = 1.28, 95% CI [1.22–1.34]) than mothers of offspring without intellectual disabilities and at different stages: child (OR = 1.40, 95% CI [1.30–1.51]), adult (OR = 1.22 95% CI [1.14–1.29]) but not older adults (OR = 1.22, 95% CI [0.91–1.65]). Mothers with a mental health diagnosis, compared to those without, were significantly more likely to have long-term health problems, poorer health and socioeconomic circumstances (e.g., greater neighbourhood deprivation) (all at p < 0.0001). No difference was found between mothers' mental health whose offspring with/without intellectual disabilities died (p = 0.68).
Conclusions:
This study provides unique insights into factors associated with the mental health of maternal carers and the need for services to better meet their needs
Treating dissociation in PTSD: a meta-analysis of psychological intervention studies
Get PDFDissociation has increasingly been acknowledged as a key factor in post-traumatic stress disorder (PTSD) and complex PTSD (CPTSD). However, there is evidence that it is not being recognized by clinicians and often trauma treatments do not target dissociation experiences. The purpose of this review was to investigate the effect of any psychological intervention compared to any control on dissociation in adults with PTSD and/or CPTSD. Systematic database searches (PsychINFO, COCHRANE, EMBASE and Medline) were conducted using a predetermined search strategy and inclusion criteria to identify controlled trials reporting psychological therapies for trauma, had a control group and measured dissociation as an outcome. To assess the risk of bias in studies, the Risk of Bias 2 (ROB-2) tool and the Mixed methods appraisal tool (MMAT) were used. Thirteen studies were included in the review. Using a random effect model to perform the meta-analysis, a small effect of current treatments on dissociation experiences was found (g = −0.28, 95% CI [−0.41, −0.15]; Z = −4.12, p < .001), with a small level of heterogeneity across studies (I2 = 7.8%). Subgroup analyses showed some important effects across control conditions, therapy modalities and type of measures, albeit overall moderation was not significant in any of the models. While the overall treatment effect was observed when dissociation was a secondary outcome in most studies, for PTSD treatments to be effective on dissociation interventions they need to focus on dissociation more explicitly
Do students generate better self-feedback by comparing their work against assessment criteria or exemplars?
Get PDFResearch suggests that when students compare their work against different resources, they generate different inner feedback and their learning differs. Understanding these differences helps teachers scaffold students’ learning and foster student feedback agency. Previous studies show learning differences using rubrics, assessment criteria and exemplars as comparators. However, most use performance rather than feedback measures, and the link between feedback and performance is unexplored. In contrast, this study investigated the differential effects of assessment criteria and exemplars on students’ self-generated feedback and their performance grades. To make inner feedback evident, students wrote their own self-feedback comments, which were coded into task and process comments to examine their relationship to grades. Students produced a research report then one group (57 students) compared it against assessment criteria and another (56 students) against exemplars. Students using exemplars produced more high-level process-oriented comments whereas those using criteria produced more task-related comments. Also, high-level process feedback positively correlated with final grades. The findings suggest that by extending the range of comparators and by using prompts, teachers can guide students towards deeper and more differentiated learning, enhance feedback agency and reduce their own workload. Importantly, writing self-feedback provides valuable insights into learning, for students, educators and researchers
Exercise-based cardiac rehabilitation for patients with angina pectoris - a CaReMATCH individual participant data meta-analysis
Get PDFNo abstract available
Single-attention large language model for efficient multi-regional electricity demand and generation forecasting
Get PDFElectricity forecasting is one of the most crucial aspects in maintaining stable, reliable, and autonomous power systems. While recently developed forecasting methods based on large language models can make accurate predictions, these models are still struggling due to their computational complexity, which requires more computing power, and their reliance on carefully designed prompts. This makes them complicated and harder to use in practice. To address this, we propose a Single-Attention Large Language Model (SA-LLM) that uses a unified attention mechanism to understand relationships between main and additional variables, without the need for manually created prompts. The proposed framework has been tested on real electricity supply and demand datasets, which are obtained from major U.S. electricity markets, including PJM, MISO, NYISO, ISO New England, ERCOT, SPP, and CAISO. Experimental results demonstrate that the proposed SA-LLM method outperforms the existing counterpart methods in terms of accuracy and associated errors. More specifically, the SA-LLM has also achieved a 22.5% improvement in the mean absolute error compared with traditional LSTM-based models, while reducing memory usage by 52.1% and training time by 38.4% relative to recent LLM-based methods. Furthermore, the SA-LLM demonstrates strong zero-shot generalization, achieving an additional 18.2% improvement in the MAE on previously unseen regions
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