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Empowering patient choice: a systematic review of decision aids for benign prostatic hyperplasia
No full textBackground: Benign prostatic hyperplasia (BPH) is a complex condition that affects ~3.2 million men in the UK. As men often face multiple treatment options, discussion and consideration of their priorities and preferences is necessary; however, research indicates this is not always adopted in practice. Objectives: To evaluate decisional interventions currently available for men with symptomatic BPH, distinct from those designed for prostate cancer. Methods: Eight databases (PubMed, Web of Science, EBSCO, Science Direct, Scopus, Google, Cochrane Library, Centre for Reviews and Dissemination) were searched retrieving a total of 1979 results, of which 13 international studies discussing 10 decision aids (DAs) were included. Studies were eligible that targeted adult males experiencing urological symptoms and discussed any DA designed to promote shared decision making within secondary healthcare. Results: Narrative synthesis found most DAs focused on treatment information provision; however, risk information was not always equally presented. Most DAs lacked strong theoretical links to existing theories on behaviour change, risk communication, and decision making, and sustained implementation within clinical practice. The most effective aids went beyond information provision, to also elicit and integrate patient preferences and values, by adopting multiple behaviour change techniques (BCTs). Risk of bias indicated medium risk with limited information or justification on data collection and analysis methods. Conclusion: Current DAs relevant to BPH lack clear focus on individual patient needs required for delivering patient‐centred care. Greater transparency and explicit links to behavioural theory and BCTs related to desired future outcomes, expectations, and values are required to effectively create and implement effective interventions into urological practice
Outsiders and liminality in Chinese laogai, avant-garde, and urban-based fiction: from critical inquiry to creative practice
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Creativity and Engineering in Schools:A missed opportunity?
No full textThis review explores the similarities (and differences) between the ways in which creativity and engineering can be systematically, intentionally and effectively incorporated into the curricula of all schools. It starts with the premise that engineering and creativity, though increasingly valued globally as the means by which some of the intractable and complex problems faced by humanity can be solved, are nevertheless often almost invisible in schools in England. In addressing the multi- and inter-disciplinary nature of both engineering and creativity, it is argued that framing engineering as a set of engineering habits of mind (and body), just as the authors have done successfully in framing creativity, may help teachers to look beyond the traditional subjects of science and maths to incorporate a broader range of disciplines and create learning experiences that are closer to the real world of engineering. By the same token it may be helpful to understand how, through the use of creative, engineering and especially design thinking processes, teachers may better be able to make choices about the use of effective pedagogies. The review charts recent significant developments in teaching for creativity in English schools and suggests ways in which the engineering education community might learn from these and from recent international developments, especially the PISA (Programme for International Student Assessment) Creative Thinking results published in 2024. The review makes three specific suggestions. 1. That an overview of the ‘state of the nation’ with regard to engineering in schools is undertaken, similar in scope to the Durham Commission on Creativity and Education (2019), a partnership between Arts Council England and Durham University2. That the Royal Academy of Engineering acts as a catalyst, drawing on existing international and national evidence, to develop a clear message about the importance of engineering in schools as a means of solving the world’s challenges and (re)invigorating the experiences of young people and their teachers in schools. 3. That there is a concerted focus on teaching and assessment in embedding engineering in schools. This might include an explicit acknowledgement of the importance of understanding engineering habits and in the confident use of design thinking processes, all the while creating opportunity for pupils to learn through the process of solving authentic problems. There is work to be done in understanding how assessment practices can be developed to further improve teaching and learning in engineering. Adopted thoughtfully, global priorities for education to develop a wide array of skills can be channelled into England’s context and beliefs about the purpose of education. In light of the Department for Education’s 2024 Review of Curriculum and Assessment, the Royal Academy of Engineering has a timely opportunity to advocate for embedding engineering principles within a broad curriculum. This aligns with the government’s ambition to enhance skills-based education, but it is crucial that the right skills are prioritised – skills that resonate with both economic, personal and societal needs. Engineering competencies like adapting and creative problem-solving are essential for careers in engineering, but also valuable for all individuals, supporting active citizenship and personal development. By leveraging evidence from this report and partner research, the Academy can help ensure a broad curriculum equips young people with skills prized by employers and needed for meaningful engagement in society
Silver Tongues, Plastic Pens Modality-Dependent Persuasiveness in Narcissists
Full text linkGrandiose narcissists claim to be highly persuasive, and they possess characteristics (e.g., charisma, confidence) that might make them so. We report four studies that put their claims to the test. One study focused on spoken persuasion and three on written persuasion (N = 872 speakers/writers and 987 targets who rated persuasiveness). In all four studies, narcissistic speakers/writers claimed that their speeches/essays would be persuasive. However, whereas targets rated their speeches as relatively persuasive (Study 1), they rated their essays as relatively unpersuasive (Studies 2A–C). Differences between study samples and methods preclude direct comparisons between communication modalities. Nevertheless, the results offer a proof of concept that narcissists may not be as persuasive as they think they are, especially when writing
From deindividualisation to belonging: the role of welcoming teachers through the lens of Buber's I and Thou
No full textWelcoming a child seeking sanctuary in the classroom can be challenging for teachers who may lack specific training. Following Russia’s invasion of Ukraine on February 24, 2022, a new wave of forced migration increased the likelihood of such children joining classrooms. This study introduces Martin Buber’s philosophy of dialogue both as a conceptual lens and a methodological approach as a foundation for exploring dialogic relationships in Schools of Sanctuary. Buber’s work points the way to supporting children who are seeking sanctuary to feel welcomed and included in their new settings. At the heart of being an inclusive teacher lies the dialogic relationship. Buber’s work opens a window on a variety of ways to welcome, create a sense of belonging and build trusting relationships to enable children to flourish. Secondly, the philosophy of dialogue underpins the research method that has been used to enter into a dialogic researcher/participant relationship. The originality of this study lies in its dual contribution: an exploration of Buber’s dialogical philosophy in relation to the education of children seeking sanctuary and the enactment of the philosophy of dialogue through a relational research methodology
Outsider positionality:Blurring the boundaries
No full textThis chapter aims to consider the positionality of researchers who are 'allies' to the LGBTQ+ community and explore how allyship might influence the research process. There is an exploration of the importance of a reflexive approach to positionality that enables an interrogation of our entrenched thoughts and beliefs. We consider our positionality through an exploration of our own sense of identity and its influence on the research process, and pose the question: how does our positionality influence our interactions with our participants
Investigation of Smart Machines with DNAs in SpiderNet
No full textThe advancement of Internet of Things (IoT), robots, drones, and vehicles signifies ongoing progress, accompanied by increasing complexities and challenges in forensic investigations. Globally, investigators encounter obstacles when extracting evidence from these vast landscapes, which include diverse devices, networks, and cloud environments. Of particular concern is the process of evidence collection, especially regarding fingerprints and facial recognition within the realm of vehicle forensics. Moreover, ensuring the integrity of forensic evidence is a critical issue, as it is vulnerable to attacks targeting data centres and server farms. Mitigating these challenges, along with addressing evidence mobility, presents additional complexities. This paper introduces a groundbreaking infrastructure known as SpiderNet, which is based on cloud computing principles. We will illustrate how this architecture facilitates the identification of devices, secures the integrity of evidence both at its source and during transit, and enables investigations into individuals involved in criminal activities. Through case studies, we will demonstrate the potential of SpiderNet to assist law enforcement agencies in addressing crimes perpetrated within IoT environments
