187,742 research outputs found
ESCALATOR STIRLING FINAL Report 310821
Full text linkThe global cyber security workforce is a fast-growing area of well-paid jobs (salaries £22-90,000 in Scotland), with an estimated required growth of around 89% in the next few years ((ISC)2 Cybersecurity Workforce Study, 2020). In Europe alone the shortage is 168,000 with similar shortages and high growth requirements likely in the UK, Scotland. This is a fast changing sector with hackers and criminals constantly raising new and often innovative problems, suggesting a need for a flexible approach to staffing, education and a flexible skills development pipeline throughout the Cyber security sector. The Stirling area in central Scotland is the main focus of this report, which is highly embedded and interconnected with the rest of Scotland. Hence what happens in the Stirling area is greatly influenced by the Scottish context and policies, as well as UK industry and organisations and Scottish and UK central governments. Stirling is well-suited to the development in cyber security training and employment, due to the large number of skilled graduates from HEIs in the area, as well as several employers in the field, both within Stirling itself, and the neighbouring cities of Glasgow and Edinburgh. It is not a complete census of related training or firms. This report illustrates a ‘Proof of Concept’ of the potential use of a Digital Skills Escalator, particularly in relation to cyber security, focusing on the Stirling region in central Scotland. The Digital Escalator is a concept that refers to a pipeline of skills (or more accurately a ‘funnel of skills’ from basic to highly specialised expert levels) linked to a specific smart specialisation sector, represented by a multi-level skills map where people can join or complete their skills journey at different stages. The Escalator Model is not intended to be a fixed journey from school to Higher Education and Continuing Professional Development (CPD) but instead is designed for people to enter and leave along its path when necessary. Its purpose is to promote discussion, engagement and coordinated partnership activity. While its focus is on formal training and education, it also incorporates work and other experience and informal learning. The research included desk-based research and 8 interviews with public and private bodies and trades unions. General recommendations for actions to help fill in the digital skills and cyber security skills gap include: 1. Increased investment in school staff and equipment, as well as focussing on helping more graduates go into computer science and cyber security teaching, and improving the curriculum were recommended by more than one of the interviewees. Providing a safe technological and educational environment for developing cyber security skills, for example shared specialist software and hardware in the area of training on ethical hacking, is essential for students at all levels of education. 2. Greater employer involvement with schools, including expanding the National Progression Award courses, and encouraging children and parents to see computing science and cyber security as a viable career choice, will help to cement the school as playing a foundational role for young people. 3. Increasing the employability of college and university graduates is important, particularly by addressing the digital skills gap, and especially for students with little previous exposure in this area and those from disadvantaged backgrounds. Training facilities such as dedicated tech centres and bootcamp courses for college and HE students to learn relevant coding languages could be co-funded or co-supplied by employers. Students could be offered placements at local organisations which would strengthen the links between businesses, FEs and HEIs as well as provide a fresh talent pool for employers. 4. Investing in colleges through increasing the number of applied or practically-oriented courses, as well as apprenticeships and workplace-based learning models (similar to Graduate Apprenticeships co-delivered by colleges/universities and host organisations/ employers). In addition, better conversion pathways for continuing education in the cyber security specialism should be collectively developed by FE sand HEIs. 5. Increasing investment in the provision of workplace training, funded or co-funded by employers, unions, and the government, to ensure a basic level of cyber security and digital skills, as well as opportunities for specialist skills development and potential pathways for career changes for existing workforce. In particular, digital skills and cyber-security focused work-based training organised and championed by employers and unions needs further and continuous support to bridge the skill gaps across the workforce and offer new career opportunities for workers across economic sectors. For example, a union learning fund could include a cyber security skills element in relevant projects in Scotland. This report provides an indicative summary of the potential pathways to digital skills development in the current skills system in Scotland, from the lowest to the highest qualification level courses. It focuses on formal education qualifications, but fully recognises the importance of actual on the job learning and professional courses, experiential learning, and mentoring. This report now presents: a background to the ESCALATE Project; the concept of a Skills Escalator; the context of cyber security in Stirling and Scotland; the digital Skills Escalator for cyber security in Stirling; aligned Investments; and skills priorities and recommendations
q-Differential equations for q-classical polynomials and q-Jacobi-Stirling numbers
Full text linkWe introduce, characterise and provide a combinatorial interpretation for the so-called q-Jacobi–Stirling numbers.
This study is motivated by their key role in the (reciprocal) expansion of any power of a second order
q-differential operator having the q-classical polynomials as eigenfunctions in terms of other even order operators,
which we explicitly construct in this work. The results here obtained can be viewed as the q-version of
those given by Everitt et al. and by the first author, whilst the combinatorics of this new set of numbers is a
q-version of the Jacobi–Stirling numbers given by Gelineau and the second author
The impact of the Daily Mile on Primary School Children
Full text linkThe Daily Mile is a physical activity programme through which primary-aged children run or walk for 15 minutes every day, at a self-selected pace. First developed at St Ninians Primary, Stirling, in 2012, the initiative has grown in popularity nationally and internationally, initially driven by anecdotally reported benefits of participation. The Scottish Government’s Programme for Scotland 2017-18, A Nation with Ambition, sets out plans for Scotland to become the world’s first ‘Daily Mile nation’. In August 2017, Ministers wrote to schools, nurseries, colleges and universities urging them to take up the challenge. The concept is easily adaptable in a nation facing significant public health challenges. As outlined in the Scottish Government’s policy paper Public Health Priorities for Scotland (2018), two thirds of adults in Scotland are overweight, with the total economic cost of obesity to Scotland estimated to be as much as £4.6 billion. The paper states that action on Scotland’s public health priorities will be evidence-led, applying public health expertise, data and intelligence, developing new solutions to drive a healthier nation. This briefing - drawing on three studies led by University of Stirling researchers - has the potential to inform the rollout of the Daily Mile in Scotland, including a widening of the initiative beyond the education sector
CFD modelling of Stirling engines with complex design topologies
No full textThis research is in the field of CFD modelling of heat engines, particularly the advanced CFD methodologies for the performance characterization of solar Stirling Engines with complex geometrical topologies. The research aims to investigate whether these methods can provide a more inclusive picture of the engine performance and how this information can be used for the design improvement of Stirling engines and the investigation of more complex engine topologies
Korlátozó feltételekkel módosított Stirling- és Bell-számok
No full textA másodfajú Stirling- és Bell-számok véges sok elem adott számú osztályba történő vagy összes osztályozásainak a számát adják meg. Ezeknek megadjuk egy párosítások összeszámolásával kapcsolatos gráfelméleti értelmezésüket. Ezen számoknak többféle általánosítása és változata ismert, amikor az osztályozásoknak különböző megszorításokat kell teljesíteniük. Ebben a dolgozatban olyan korlátozásokkal foglalkozunk, amikor bizonyos elempárok nem kerülhetnek azonos osztályba: r-Stirling- és r-Bell-számok, gráfokra vonatkozó Stirling- és Bell-számok, nemszomszédos Stirling- és Bell-számok, ciklikusan nemszomszédos (valamint asszociált) Stirling- és Bell-számok.hbkAlkalmazott matematikusMSc/M
Cage aquaculture in Lake Volta, Ghana. Guidelines for a sustainable future
Full text linkThis book describes the approach, work undertaken and key outcomes of a three-year project which commenced in December 2012. The project was based on collaboration between the Institute of Aquaculture, University of Stirling, UK, and the CSIR Water Research Institute, Accra, Ghana. It was funded by the Leverhulme Foundation through a Royal Society Africa Grant. Our key objective was to build capacity in environmental monitoring and assessment in partner organisations and, from the work carried out, to formulate a plan for improved and sustainable cage aquaculture on Lake Volta, so contributing to the developing industry and assuring regional food security
INVITE Lay Summary
Full text linkThe INVITE project is a partnership between researchers from the University of Stirling and Stonewater, a social housing provider in England, and funded by the Longleigh Foundation. The project investigates the ways in which assistive technologies can be used to improve health, wellbeing, activity, and community participation in older adults
Általánosított Stirling- és Bell-számok
No full textA leszámláló kombinatorikában alapvetőek a Stirling- és a Bell-számok, valamint ezek különféle változatai.
A dolgozatban először röviden bemutatjuk a másodfajú r-Stirling- és az r-Bell-számokat. Ezt követően definiáljuk a másodfajú (r_1,...,r_p)-Stirling- és az (r_1,...,r_p)-Bell-számokat, majd ezek részletes vizsgálatával foglalkozunk. Végül bemutatjuk a gráfokra vonatkozó másodfajú Stirling- és Bell-számokat, és az ezekről szóló tételek speciális gráfokra való alkalmazásán keresztül vezetjük le a másodfajú (r_1,...,r_p)-Stirling-, illetve az (r_1,...,r_p)-Bell-számok tulajdonságait.gjMatematikaBSc/B
My Life, My Future - Evaluation of Down's Syndrome Scotland Life Story Project
Full text linkBackground My Life My Future project was developed and delivered by Down’s Syndrome Scotland as an enjoyable family activity with the aim of producing an output that can serve as a valuable communication tool now and in the future. Life story work is a person‐centred approach which enables an individual to focus on their past, present and future by collating images, audio or other types of memorabilia. Aim The aim of the evaluation was to identify short-term outcomes (one-year duration of My Life My Future) among fourteen participating families, and to consider implications for medium- and longer-term planning beyond one year. Evaluation design and methods The University of Stirling research team developed a logic model to focus on and visually represent the short-term (one-year) outcomes of the evaluation. Data collection methods were: pre- and post-project family interviews, pre- and post-completion of Warwick-Edinburgh Mental Wellbeing Scale, pre- and post-completion of Personal Wellbeing Index – Intellectual Disability (PWI-ID) and semi-structured interviews with two project workers and two volunteers. Findings Recognising that people who took part were all able to communicate verbally and that the level of available support was high, there were clear benefits for the families who took part. No significant changes were evidenced in the wellbeing of participants, which remained high over the course of the year. Five themes were identified relating to either the process or outcomes of life story work: - format of life story - increased social interaction - future planning - responding to loss and difficult life events - ownership and affirmation of life story Early concerns from parents and siblings about ownership of the life story work reduced as people with Down’s syndrome became more confident and knowledgeable. The value of support staff being involved in the ongoing development of life story work was recognised although questions were raised about how far this was happening in practice. Unexpected outcomes arose for parents who themselves reflected on their own past and in particular what they had been told about their child at birth, compared to the achievements and progress made in reality. A further unexpected outcome was the increase in positive engagement around bereavement and loss. At the beginning of the project many families were concerned about re-visiting upsetting memories of people who had died, yet by the end most spoke of how helpful it had been to include these memories, both happy and sad. Conclusions My Life My Future was reported to be an enjoyable and beneficial project for the members of Down’s Syndrome Scotland who took part. The potential is evident for individuals with Down’s syndrome to be at the centre of future planning or transitions through ownership of a tool that (with permission) identifies what is important to them. Both families and paid staff have a key role to play in achieving a longer-term outcome of supporting members of Down’s Syndrome Scotland to continue or begin life story work in an appropriate format
The Influence of Information Search on Preference Formation and Choice (INSPiRE)
No full textIn this stated choice experiment respondents choose among bottles of wine described using seven attributes: 1) Country of origin, 2) colour of the wine, 3) alcohol by volume, 4) grape variety, 5) characteristic of the wine, 6) whether the wine was organic, and 7) price. The attribute levels were established after scrapping the websites of three large supermarket chains in the UK. Using the web-scraped wine data, we calculated a set of probability weights to establish the likelihood of each experimentally designed wine bottle being available in the supermarket. We used these weights to sample individual random profiles from the restricted factorial each time an individual entered the survey. The survey was programmed in Shiny, which is an R package, and the data was gathered during January 2020. In total, 4,121 respondents were randomly allocated to one of 10 treatments, each designed to test a specific aspect of search and preference learning. Example tasks and the instruction videos can be found at https://choice-tasks.inspire-project.info/. Respondents were randomly recruited from the UK population aged 18 and over. We did not use any quota sampling to ensure that our samples were representative of the target population.data-inspire-project-choice.csv
stated preference choice data in "wide" format with one row per choice situation
variable-description.pdf
a description of the variables (pdf file)0.5Individual data not currently deposited. It will be made available in the very near future. In the meantime contact Danny Campbell for access ([email protected])
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