87 research outputs found
Fortissat Science Alliance podcast: Mhairi Stewart
No full textMhairi Stewart was a parasitologist turned public engagement professional at the University of St Andrews. She took part in the Fortissat Science Alliance podcast recordings in February 2021.What is the Fortissat Science Alliance?The Fortissat Science Alliance was a Wellcome Trust & Children In Need "Curiosity" project. This scheme provided informal STEM learning opportunities for young people who attended the community centre Getting Better Together Shotts (GBT Shotts) between 2019 and 2023. Due to the COVID-19 pandemic, deliveries had to pivot online so the podcast was founded. These recordings were made via Zoom with warm-up STEM activities sent to every young person in advance, along with a profile page for each researcher, so that they were relaxed and able to ask excellent questions.Link to episode on Spotify.Depending on the broadcast date, podcast deliveries were co-sponsored by Glasgow Science Festival, EXPLORATHON 2021, or EXPLORATHON 2022/23.For the duration of the project, it was supported jointly by Children in Need and the Wellcome Trust. In 2021, EXPLORATHON episodes were supported by the European Commission [grant agreement ID 101036101]. In 2022-23, EXPLORATHON episodes were supported by the Engineering & Physical Sciences Research Council [grant number EP/X020894/1].Author contributions to contentMhairi Stewart was the guest featured on this episode. Rebecca Hay was the youth worker coordinating the young people who conducted the interviews as well as co-editing and broadcasting the recordings. Iain Hamilton co-edited the episodes. Kirsty Ross was the STEM consultant for the project and uploaded completed episodes to Figshare.</p
supplementary_data – Supplemental material for Hyperglycaemia does not increase perfusion deficits after focal cerebral ischaemia in male Wistar rats
No full textSupplemental material, supplementary_data for Hyperglycaemia does not increase perfusion deficits after focal cerebral ischaemia in male Wistar rats by Lisa A. Thow, Kathleen MacDonald, William M. Holmes, Keith W. Muir, I. Mhairi Macrae and Deborah Dewar in Brain and Neuroscience Advances</p
Walking for health in adolescent girls
Get PDFResearch has highlighted that adolescent girls are insufficiently active which has
serious implications for their current and future health. Walking is recognised as an
effective way of implementing regular, health enhancing physical activity (PA) into
the daily routine of the general population and in an adolescent population walking is
a convenient alternative to active play and sports participation. However it is
currently difficult to promote walking and walking initiatives with adolescent girls
due to lack of well-established evidence regarding both the quantity and quality of
walking that might be advocated to promote PA and health. Therefore the aim of
this thesis was to provide step based guidelines with regard to both the quantity and
quality of walking required for health and thus inform walking interventions in
adolescent girls. In order to achieve this aim four studies were undertaken. Study
one explored the most appropriate way to assess walking activity, specifically
whether walking on a treadmill accurately replicates walking overground in
adolescent girls. Treadmill walking was found to overestimate the metabolic cost of
walking in this population. This indicated that studies with the aim of exploring or
promoting moderate intensity walking should focus on overground walking. Study 2
explored the quality of walking (steps·min-¹) required to achieve moderate intensity
physical activity (MPA) overground. The influence of different anthropometric
measures on step rate (steps·min-¹) equating to MVPA were also compared. Results
suggest that a generic step rate of 120 steps·min-¹ and 7200 steps in 60 minutes may
be advocated to achieve MPA in adolescent girls. However inter-individual variation
in step rate associated intensity was observed and it was suggested that a step rate
range based on the girl’s body mass may be beneficial for use with adolescent girls.
Study 3 considered the most appropriate step measurement instrument to assess free-living
walking. Five commercially available instruments (activPAL™ and
pedometers; Omron HJ-720-ITC, Omron HJ-304-E, New Lifestyles NL-1000,
Yamax CW-701) were compared to direct observation hand-tally step counts, during
continuous (study 3a) and incidental (study 3b) walking overground. The New
lifestyles NL-1000 was most consistently accurate in quantifying steps and ‘activity
time’ during continuous walking, but not during incidental walking. However due to
the ease of use and additional youth friendly design features, the New Lifestyles NL-
1000 was utilised in study 4. Study 4 explored the quantity of walking (steps·day-¹)
required for health in adolescent girls. The results indicated that in terms of walking
activity, ‘healthy’ adolescent girls do not walk significantly more in term of
steps∙day⁻¹ or time spent in activity than girls classified as at ‘health risk’. Therefore
specific thresholds for quantity and quality of walking required for health could not
be defined for this population. Overall findings of this thesis highlight, that walking
should be assessed overground with an appropriate measurement instrument. A step
rate of 120 steps·min-¹ and 7200 steps in 60 minutes may be advocated to achieve
MPA in adolescent girls. However further research is required to explore the
relationship between walking and health in this population before we can promote an
appropriate threshold of walking that is conducive to good health in adolescent girls
Philosophy and Theology: Duties to Children
Get PDFThe article offers the author\u27s insights related to adoption of children and the duties of parents on their children. The author discusses the criticisms of author Mhairi Cowden on philosopher professor Matthew Liao regarding the right of children to be loved which according to Liao, love is necessary to flourish children in terms of emotional, physical, and social well-being
The changing landscape of higher education, the Dundee Academy of Sport project and teaching and learning in higher education
Get PDFOver the past decade there have been many changes to the Scottish education system. Such changes are relevant for life and work in the 21st century and beyond. The Dundee Academy of Sport project uses the context of sport and exercise within a number of subject areas to support teaching and learning across the field of education. This paper critically reflects on the teaching practices and learning theories used within the project and proposes a pedagogical model that is compatible within all education sectors, highlighting the need for a joined up approach to learning. The model aims to build on learners’ prior knowledge and develop skills and attributes for life beyond education
The changing landscape of higher education, the Dundee Academy of Sport project and teaching and learning in higher education
Get PDFOver the past decade there have been many changes to the Scottish education system. Such changes are relevant for life and work in the 21st century and beyond. The Dundee Academy of Sport project uses the context of sport and exercise within a number of subject areas to support teaching and learning across the field of education. This paper critically reflects on the teaching practices and learning theories used within the project and proposes a pedagogical model that is compatible within all education sectors, highlighting the need for a joined up approach to learning. The model aims to build on learners’ prior knowledge and develop skills and attributes for life beyond education
The changing landscape of higher education, the Dundee Academy of Sport project and teaching and learning in higher education
Get PDFOver the past decade there have been many changes to the Scottish education system. Such changes are relevant for life and work in the 21st century and beyond. The Dundee Academy of Sport project uses the context of sport and exercise within a number of subject areas to support teaching and learning across the field of education. This paper critically reflects on the teaching practices and learning theories used within the project and proposes a pedagogical model that is compatible within all education sectors, highlighting the need for a joined up approach to learning. The model aims to build on learners’ prior knowledge and develop skills and attributes for life beyond education
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