Iconic fires and the rise of fire prevention in post-war Britain

History & Policy Home Office Series 2018

“A mental health game-changer” Embodied experiences of psychosocial, body image and wellbeing outcomes from strength and resistance training during perimenopause.

Background: Resistance exercise facilitates healthy aging in women and engaging in resistance training can substantially improve physiological health outcomes in midlife. However, the psychosocial outcomes of strength training are often overlooked in the research and there is a significant gender gap addressing the optimal exercises for women to consider through perimenopause and beyond. Furthermore, research has not accounted for women's perceptions and experiences of strength training during perimenopause. Aims: Given the pervasive messages that exist in fitness culture around exercise and appearance, the aim was to understand embodied experiences of strength and/or resistance training during the perimenopausal transition, in the context of body functionality and vasomotor symptoms. Furthermore, to discuss the societal stigma that exists around muscularity in women. Methods: An online, qualitative survey was distributed via University webpages and social media. Participants selfidentified as individuals experiencing menopausal symptoms (inclusive of non-binary or trans) who engaged in regular strength training. Participants’ ages ranged from 35 to 60 years (n = 58, M = 48.03) with 98.3% identifying as a (cis-) woman, 82.8% as White British, and 46.6% strength training for three years or more. Reflexive thematic analysis was employed to interpret patterns of shared understandings. Results: Three themes were developed: 1) Empowerment in “feeling strong” and building muscle, 2) “A mental health game-changer”, and 3) Invisibility of the perimenopausal body. Strength training was understood as beneficial for improved mobility, yet many reported more subtle changes (e.g., improved mood) through the transition and welcomed a sense of focus and control. Evidence-based awareness of strength training in midlife was perceived to be lacking within medical guidance and fitness environments. Conclusion: Findings offer nuanced insight into perimenopausal experiences that emphasise enhanced body image and wellbeing outcomes of strength training; useful for clinical practice and those working with clients in physical activity spaces

(Exhibition): '25', (Work title): Dirty Bottom

Westminster Alumni Art Exhibition '25

Managing external links on the Leeds Beckett University Library website: strategies and approaches

Leeds Beckett University library has been using LibGuides as its content management system since 2014. During this time responsibility for the maintenance and updating of content on the library website has gradually grown to encompass many colleagues in different teams across the Libraries and Learning Innovation service. This article will highlight strategies employed to maintain the quality control and currency of external links on the website, with particular reference to the subject guide pages. It will demonstrate how Google Tag Manager and Google Data Studio have been used to connect content writers with relevant analytics data showing exactly how external links on their subject guides have been used

How effective is UK Modern Slavery legislation and policy at a frontline level?

Modern slavery has achieved growing prominence in UK political and legal priorities. The Modern Slavery Act 2015 (MSA) makes provisions for survivor support, which has primarily been provided by third-sector organisations. Many of these organisations operate under government contracts, with a significant number of smaller agencies providing services through charitable funding. This research is concerned with the experiences of those at the forefront of survivor services, both providers and recipients of care. It also explores links to the experiences of victims of other traumatic crimes, for example, rape and domestic abuse, and how their role as witness in the criminal justice system impacts their overall experience

Requirements and access needs of patients with chronic disease to their hospital electronic health record: results of a cross-sectional questionnaire survey

Objectives: To identify patient’s views on the functionality required for personalised access to the secondary care EHR and their priorities for development. Design: Quantitative analysis of a cross-sectional self-complete survey of patient views on required EHR functionality from a secondary care EHR, including a patient ranking of functionality. Setting: Secondary care patients attending a regional cystic fibrosis unit in the north of England Participants: 201 adults [106 (52.7%) male], median age 29 years (range 17-58 years) entered and completed the study. Inclusion criteria; a confirmed diagnosis of CF, aged 16 years and over, at a time of clinical stability Outcome measures: Quantitative responses within 4 themes; 1) value placed on aspects of the EHR; 2) access requirements to functions of the EHR; 3) views on information sent to the EHR 4) patient feedback entered into the EHR. A ranked score for 15 functions of the EHR was obtained Results: Highest ratings (% reporting item as very important/important) were reported for access to clinical measures [lung function (94%), CRP (84%), sputum microbiology (81%) and blood results (80%)], medication changes (82%) and lists (83%) and sending repeat prescription (83%) and treatment requests (80%), whilst sending symptom diaries was less so (62%). Email contact with clinicians was the most valuable communication element of the EHR (84% very important/important). Of 15 features of the EHR [1=most desirable to 15=least desirable) patients identified ‘clinical measures’ [2.62 (CI 2.07-3.06)], and ‘access to medication lists’ [4.91 (CI 4.47-5.44)], as highest priority for development and the ability to comment on errors/ommissions [11.0 (CI 10.6-11.5)] or experience of care [11.8 (CI 11.4-12.2)] as lowest. Conclusions: Patients want extensive personal access to their hospital EHR, placing high importance on the viewing of practical clinical measures and medication management. These influence routine day to day care and are priorities for developmen

Embedding Graduate Attributes into the Undergraduate Curriculum: Reflection and Actions

Gibbs’ (1988) reflective cycle is used as a framework to explore the institutional experience of embedding new graduate attributes (GAs) as part of a major refocus of all the undergraduate courses at Leeds Beckett University. One of the key components of this curricular refocus was the initial conceptualisation and embedding of three new Graduate Attributes (GAs). The University’s three GAs are (i) having a global outlook (ii) being enterprising and (iii) being digitally literate and this paper focuses on the seven main interventions which were used to embed and foster their delivery in the refocused curriculum. The GAs run through each level of every UG course and prepare students for work and life through a variety of embedded intra-curricular module based, credit bearing activities. This reflective paper concentrates on the intra-module core curricular activity manifested by the GAs embedded in course and module learning outcomes and not students’ extracurricular activity even though this can be regarded as strengthening skills for life and the workplace (Bowden et al, 2000). A combination of personal and colleagues’ reflections, evidence from surveys and analysis of actions are highlighted using Gibbs’ (1988) cycle as a framework to explore the process in a systematic way and assist in the illustration and analysis of some of our key interventions. This reflective account considers our successes (resources and building the digital literacy GA) and some of the surprising benefits (communities of practice) of this initiative. The paper also uses Hounsell’s (2011) and Barrie’s (2006) frameworks to deconstruct the curriculum change experience and offers structured reflection on some of the lessons learnt from the challenges, e.g. tight time scales, staff ownership, and constructive alignment (Biggs, 1996). Key future actions are noted; specifically the engagement of staff and students to address application/tailoring to disciplines and their specific course design issues