90 research outputs found
Geology of Unst and Fetlar in Shetland : memoir for 1:50 000 geological sheet 131 (Scotland) Unst and Fetlar
No full textThis memoir, and the 1:50 000-scale geological map that it accompanies, are
the products of a contract between the Natural Environment Research Council
and the University of Liverpool to produce the map; and a subsequent contract
between the British Geological Survey and Professor Derek Flinn to produce the
memoir. Such contracts stem from the NERC policy of encouraging academics
with substantial knowledge about specific areas in the UK to transfer their information
into the public domain. This is done by funding them to extend mapping
from areas in which they have worked to the boundaries of BGS map sheets. The
maps, and accompanying descriptive memoirs (supported by open file reports
and archives), are then published by the British Geological Survey. In the case of
Unst and Fetlar the contracts have built on more than fifty years of experience of
Shetland geology possessed by Professor Flinn, who resurveyed the solid and drift
geology of the 1:50 000-scale Unst and Fetlar sheet (Sheet 131) and is the main
author of this memoir. He had also earlier surveyed the area of Central Shetland
(Sheet 128), published by the Institute of Geological Sciences (now BGS) as 1
inch to 1 mile geological maps in 1981 and 1982, and more recently produced
the 1:50 000-scale geological map (Sheet 130) and accompanying memoir for the
neighbouring island of Yell, published by the BGS in 1994. The 1:50 000-scale
geological map of Unst and Fetlar (Sheet 131), to which this memoir relates,
was published by the BGS in 2002. Some minor changes in interpretation by the
author since that date have been incorporated in this memoir, which includes
information gathered and interpretations made up to and including 2007.
Sadly Derek Flinn passed away in June 2012, whilst this memoir was undergoing
final preparations for publication. The British Geological Survey is proud
to publish it in his memory, reflecting a lifetime of dedicated geological work
on Shetland in general and on Unst and Fetlar in particular. The printing of
this memoir has been funded with the support of the Shetland Amenity Trust in
recognition of Professor Flinn's contribution to Shetland Geology
Supplemental materials for preprint: The prevalence of comorbid mental health difficulties in young people with chronic skin conditions: A systematic review and meta-analysis.
No full textSupplemental materials for preprint: Experiences of Transition from Adolescence to Young Adulthood in the Context of Chronic Skin Conditions: An Interpretative Phenomenological Analysis.
No full textSupplemental materials for preprint: The prevalence of comorbid mental health difficulties in young people with chronic skin conditions: A systematic review and meta-analysis.
No full textSupplemental materials for preprint: Experiences of Transition from Adolescence to Young Adulthood in the Context of Chronic Skin Conditions: An Interpretative Phenomenological Analysis.
No full textHome-Based Intervention for Chemotherapy-Induced Peripheral Neuropathy
No full textAbstract
Date Presented 3/31/2017
Peripheral neuropathy is a side effect of neurotoxic chemotherapy, resulting in pain and declines in function and quality of life. This pilot study assessed effects of a sensorimotor intervention on pain, function, and quality of life in individuals with breast cancer.
Primary Author and Speaker: Amy Darragh
Additional Authors and Speakers: Karli Vicary
Contributing Authors: Karen Hock, LeAnn Gaerke, Sharon Flinn</jats:p
Digging Where You Stand? Critical approaches to participatory and activist heritage work
No full textRecent years have seen growing interest in participatory, community-led and activist approaches to knowledge production across a range of disciplines and practices including heritage, archive and public history work (Flinn 2011). Frequently such practices have been associated with radical and social justice orientated politics but participatory methodologies have also been critically examined as complex and contested, not least because of unequal power and trust relations often embedded in such approaches (Sexton 2015). Dig Where You Stand (DWYS), a complex mixed methods D-I-Y history methodology, rooted in history from below movements of the 1970s and expounded by Swedish author Sven Lindqvist (1978, 1979) is a still influential, fruitful yet challenging model for participatory and activist orientated heritage practices today (Flinn & Sexton 2018, von Rosen 2017). The papers in this double session will explore some of the challenges of participatory heritage and archive work by describing recent transformative developments of DWYS, combining a 1970’s ethos that ‘history is too important to be left just to historians’ (History Workshop Journal 1,1976) with contemporary critical thinking and the affordances of digital technologies, including the use of big data and social media, participatory system design, citizen sourced materials, and the many ethical concerns that are often left invisible and unexamined when studying digital archives and heritage and their affect. By doing so, the session will re-imagine DWYS and other similar D-I-Y participatory history and heritage methodologies in a dialogue with the future, opening up for multiple human, non-human and hybrid critical dialogues challenging authorized heritage discourses and practices and supporting social justice struggles in the present and the future. The papers presented represent current critical approaches to heritage, archives and digital humanities, practised across a range of disciples and developed within the joint University College London University of Gothenburg Centre for Critical Heritage Studies
Experiences of Transition from Adolescence to Young Adulthood in the Context of Chronic Skin Conditions: An Interpretative Phenomenological Analysis.
No full textChronic skin conditions such as eczema and psoriasis are common in adolescence and young adulthood. The developmental transition to young adulthood involves social, psychological and physical change, which can be challenging. Adolescents living with chronic skin conditions may experience greater challenges than their healthy peers due to the potential addition of managing and coping with their condition. Using semi-structured interviews and an interpretative phenomenological approach, this study explored experiences of transition from adolescence to adulthood in the context of chronic skin conditions (eczema, psoriasis, hidradenitis suppurativa). Seven themes emerged: (1) The Medical Journey; (2) Practical Difficulties; (3) Physical Impacts; (4) Psychological Impacts; (5) Self-Conscious Emotions; (6) Stigma; and (7) Building Resilience. Our findings add to our understanding of the difficulties experienced by young people with chronic skin conditions, particularly during adolescence. Our findings also offer insight into how researchers and practitioners can support these young people throughout their developmental journey from adolescence into young adulthood
The Practice of History: Dig Where You Stand
No full textBack in 1978, a Swedish author-activist named Sven Lindqvist published a book called Dig Where You Stand. With the subtitle “How To Research A Job”, the book was an intricately detailed step by step guide to the mechanics of researching forgotten histories of manufacturing. But it was also a manifesto, a clarion call for a worker-centred, worker generated history, for working people to take control of their own history-making, wresting historical research out of the hands of “experts” – or more accurately, redefining what counts as expertise to begin with. The book’s call to “dig where you stand”, research your own immediate environment, the impact of your job on your life, on your body, had a pivotal impact across the globe on the burgeoning movement for community and workers’ histories, including the History Workshop movement. The latter impact was all the more remarkable given that the book was available in an English translation. The closest English-language readers could come to it was a summary Lindqvist published in the journal Oral History in 1979. Now, 45 years on from its original publication, Dig Where You Stand has been published in English. It remains timely even now. As Catharina Thorn from the University of Gothenburg puts it in her blurb on the back cover: “Do not mistake this for an ordinary handbook or a dated analysis of working-class conditions. Lindqvist’s book shows with vivid clarity how capitalism permeates society, our homes, lungs, and children’s future. And yet, at the end, there is not despair and hopelessness but an empowering sense that things can and will be changed.” In this episode we sat down in conversation with the two editors who brought the translated volume to life: Astrid von Rosen and Andrew Flinn. We discuss Sven Lindqvist and his remarkable history, the emergence of the book from the Swedish “dig” movement, its impact on workers’ history movements worldwide, and its continuing relevance even – perhaps especially – in the digital age
Assessing the role of school-based sex education in sexual health behaviours: a systematic review
No full textObjective To identify and synthesise evidence on the role of school-based sex education interventions and to use a Behaviour Change Techniques (BCTs) taxonomy to identify behaviour change techniques on sexual health behaviours.Methods The systematic review was informed by the recommendations of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis and included the components of PICOS: participant/population, interventions, comparisons, outcomes and study design. Five electronic databases were searched up to February 2023 including PUBMED, Cochrane Central Register of Controlled Trials, ERIC, Web of Science Core Collection and PsycINFO. Methodological quality was assessed using the Effective Public Health Practice Project, Quality Assessment tool. Results were presented as a narrative synthesis.Results Of the 1387 studies identified, twenty-seven studies met the inclusion criteria. Studies examined sexual health behaviours such as condom usage, frequency of sexual activity, initiation of sexual activity and number of sexual partners. More than half studies (56%) reported a statistically significant change on one or more sexual health behaviour outcomes. Nine (out of 93) BCTs were identified with the most used BCTs being information about health consequences and social and emotional consequences, demonstration of behaviour, behavioural practice/rehearsal and instructions on how to perform the behaviour.Conclusion School-based sex education interventions can be effective in promoting positive sexual health behaviours. The findings of this review provide understanding of such interventions in shaping sexual health behaviours. These also offer evidence-based knowledge for researchers, educators and policy makers in understanding how they can support future development of school-based sex education programmes
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