Knowledge sharing in the supply chain networks: A perspective of supply chain complexity drivers

Background: Knowledge transfer has been an important aspect in supply chain systems; however, there are many factors that affect the impact of transfer effectiveness. In previous studies, less attention has been given to the process of knowledge transfer and therefore, this paper highlights the significance of the process of knowledge transfer in supply chain processes. Enhanced supply chain networks have better performance when knowledge sharing is present, and it is important to identify and eliminate any supply chain complexity to improve the supply chain processes. Methods: A systematic review on the literature has been conducted to critically identify and evaluate the factors of supply chain complexity which impact knowledge transfer. Findings: The findings highlight the key benefits of effective knowledge transfer in supply chain systems by identifying risks associated with supply chain networks. Conclusion: The balanced power of facilitating knowledge transfer in supply chain processes helps in supply chain partnerships and reduces the supply chain complexity. This paper has both theoretical and practical contributions as it adds to the literature by identifying the factors of supply chain complexity drivers which are impacting the knowledge transfer

An Ageing-Aware and Temperature Mapping Algorithm For Multi-Level Cache Nodes

Increase in chip inactivity in the future threatens the performance of many-core systems and therefore, efficient techniques are required for continuous scaling of transistors. As of a result of this challenge, future proposed many-core system designs must consider the possibility of a 50% functioning chip per time as well maintaining performance. Fortunately, this 50% inactivity can be increased by managing the temperature of active nodes and the placement of the dark nodes to leverage a balance working chip whilst considering the lifetime of nodes. However, allocating dark nodes inefficiently can increase the temperature of the chip and increase the waiting time of applications. Consequently, due to stochastic application characteristics, a dynamic rescheduling technique is more desirable compared to fixed design mapping. In this paper, we propose an Ageing Before Temperature Electromigration-Aware, Negative Bias Temperature Instability (NBTI) & Time-dependent Dielectric Breakdown (TDDB) Neighbour Allocation (ABENA 2.0), a dynamic rescheduling management system which considers the ageing and temperature before mapping applications. ABENA also considers the location of active and dark nodes and migrate task based on the characteristics of the nodes. Our proposed algorithm employ Dynamic Voltage Frequency Scaling (DVFS) to reduce the Voltage and Frequency (VF) of the nodes. Results show that, our proposed methods improve the ageing of nodes compared to a conventional round-robin management system by 10% in temperature, and 10% agein

Community Sentence Treatment Requirement Multisite Report July 2020 – January 2022

This report presents analysis from the Community Sentence Treatment Requirement Multisite Evaluation, completed by the Institute for Public Safety, Crime and Justice. Data were provided from Bedfordshire, Black Country, Cambridgeshire, Essex, Hertfordshire, Northamptonshire, Staffordshire and Swansea. This report relates to the period of July 2020 to January 2022, with data being provided for 1134 cases

Imposing compulsory Rugby Union on schoolchildren: an analysis of English state-funded secondary schools

To establish the extent to which Rugby Union was a compulsory physical education activity in state-funded secondary schools in England and to understand the views of Subject Leaders for Physical Education with respect to injury risk. A cross-sectional research study using data obtained under the Freedom of Information Act (2000) from 288 state-funded secondary schools. Rugby Union was delivered in 81% ( = 234 of 288) of state-funded secondary school physical education curricula, including 83% ( = 229 of 275) of state-funded secondary school boys' and 54% ( = 151 of 282) of girls' physical education curricular. Rugby Union was compulsory in 91% ( = 208 of 229) of state-funded secondary schools that delivered it as part of the boys' physical education curriculum and 54% ( = 82 of 151) of state-funded secondary schools that delivered contact Rugby Union as part of the girls' physical education curriculum. Subject Leaders for Physical Education also perceived Rugby Union to have the highest risk of harm of the activities they delivered in their school physical education curriculum. Notwithstanding discussions of appropriate measures (i.e., mandatory concussion training, Rugby Union specific qualifications and CPD) to reduce injury risk, it is recommended that Rugby Union should not be a compulsory activity given that it has a perceived high risk of injury and is an unnecessary risk for children in physical education. [Abstract copyright: Copyright © 2022 White, Batten, Howarth, Magrath, Piggin, Millward, Parry, Lang, Bullingham, Pearce, Morales, Turner, Humphries, Hardwicke, Anderson, Kirkwood and Pollock.

A critical study of alternative education provisions for young people aged 16 to 24 years in the United Kingdom

In the United Kingdom, the number of young people (16 to 24 years-old) not in education, employment or training (NEET) was estimated to be c.763,000 in October to December 2019 (ONS, 2020). The purpose of this paper is to explore the experiences of NEET young people attending alternative education provisions that focus on physical and mental health in promoting positive outcomes. Semi-structured interviews with young people (n = 18), parents (n = 10), and staff (n = 8), analysed using Constant Comparative Method, were conducted in an alternative education provision in England and Wales. Analysis led to the identification of themes around motivation, empowerment, and confidence. The findings illustrate that young people in alternative education provisions benefit from an approach that placed health, well-being and confidence building at their core. This paper outlines the implications for policy-makers and practitioners in designing alternative education provisions with physical activity as part of the core curriculum

LGBT+ Education in Primary Schools : A collaborative investigation into teachers’ perceptions of why, how and when LGBT+ content could be taught in primary schools.

This poster will summarise the research project which links to lesbian, gay, bisexual, transgender plus (LGBT+) education in primary schools. With the ongoing changes in policy and law over the years regarding LGBT+ matters and the recent introduction of Department for Education guidance on Relationships Education, Relationships and Sex Education and Health Education (DfE, 2019), this is a contemporary topic with issues and opportunities arising within primary schools. This poster will explore the year group in which teachers feel LGBT+ education should first be taught, the areas that impact teachers’ confidence, and the most effective strategies that can be used to deliver content. By exploring these three key areas through the triangulation of quantitative data, qualitative data and a thorough literature review, the overarching question of why, how and when LGBT+ content could be taught in primary schools will be summarised. This poster will reflect upon the current progress of the project and will detail the aims of the project and demonstrate the current practice taking place in primary schools. It will also highlight the key areas that possibly require recommendations on what can be changed and improved regarding LGBT+ education

Generation to Generation (Gen2) Project Mid-term Evaluation

Church participation in Western countries over the past fifty years has experienced a decrease (Webber, et al. 2010). The engagement of children and especially young people is among the biggest issues of Diocese and parishes (Webber, et al. 2010). A report developed by Youthscape (2016), a Christian youth organisation, highlighted how churches mainly engage with children (ages 5 to 10) than youth (ages 11 to 18). In fact, the latest research invites churches to participate in understanding if ministries are reaching out to non-religious young people and if they are able to listen and address questions of religious young people about their faith (Youthscape, 2022). The Generation to Generation (Gen2) project objective is to improve the engagement of children, youth, and families with the church and develop supportive environments that are responsive to their needs. Primarily, with an innovative training pathway, the Gen2 project seeks to fit in two professional narratives, Ministry and worker (either Youth or Children and Family), the former involving the participants' faith journey, and the latter ensuring their positive development (Clyne, 2015; APPG, 2019). This training pathway seeks to improve the engagement of young people by changing the culture of the Diocese, altering the lens through which we view and hear young people in our churches. The Gen2 project is ongoing and it has been delivered by the Peterborough Dioceses since October 2020 in several areas: Kettering, Towcester, Corby, Higham, Rutland, Peterborough, and Wellingborough. Thisresearch evaluation outlines the experiences of the participants, the volunteers, the mission enablers, and the overall organisation around the Gen2 project using a mixed method approach mainly driven by qualitative data. Quantitative data were provided by the Peterborough Diocese from October 2018 to May 2022 and were collected at sessions implemented by the Gen2 mission enablers and the volunteers. Qualitative data consisted of 36 semi-structured interviews with participants, volunteers, mission enablers and broader organisation members (such as the project lead and the rectors of the benefice) and focused on the needs of programme participants and the programme performance. Overall, the data showed that Gen2 increases the engagement with the Church and that mission enablers are able to respond positively to the participants’ needs. The quantitative data showed that the activities have been increasing over time and that Gen2 is able to achieve some of the innovative goals, including creating more outreaching programme, especially for young people. The qualitative data show that the beneficiaries of the programme felt that their needs were being met and that the programme was responsive to their needs, with each participant expressing positive experiences since they engaged

REMOTE

The work explores ideas of multi-layered conversations about how we navigate place and space. The location enables a physical response to landscape and engages in a dialogue of questions concerned with belonging, rootedness, and home. The imagery is part in-memoriam, part remapping. A personal cartography

Jon Egging Trust Final Report

Jon Egging Trust (JET) believe that every young person should have access to the same quality of opportunities and leave school with the confidence, resilience, and self-belief to succeed and fulfil their potential. With this objective in view, JET offers long-term support to young people from vulnerable backgrounds who are likely to struggle to engage at school. JET delivers outreach programmes named Blue Skies (Level 1,2,3) and Inspirational Outreach (bespoke impact days) to young people to raise their aspirations and empower them. The programmes are delivered with a range of partners, including the RAF (Scampton, Odiham, Wittering, Waddington, Brize, Coningsby, Marham, Valley, Honington, and Cranwell), NATs, Northrop Grumman, BAE Systems, Microsoft, QinetiQ, Boeing, Rolls Royce, and Ascent(see Appendix E for a full list of partners). JET’s provision is unique nationally in the breadth and scope of its work which complements the school curriculum. Indeed, the research team is not aware of another third sector organisation that provides such in-depth support within schools at the secondary education level; this means that JET has a Unique Selling Point through its work to support young people. The evaluation of JET’s Youth Programme has been undertaken by the Institute for Social Innovation and Impact (ISII) at the University of Northampton. This report presents the full evaluation of the JET Youth Programme and includes a literature review; methods; data collection and analysis; limitations; and recommendations sections. The data showcases data collected between April 2021 and January 2022, including qualitative data (semi-structured interviews, and the implementation of Photostories), and quantitative data (the ISII questionnaire and data from JET). Overall, the ISII’s evaluation indicates that JET activities provide students with the feeling of being confident and empowered. Participating in initiatives such as those delivered by JET contributes to young people’s self-esteem and empowerment, as the initiatives build young people’s confidence. It strengthens relationships with the people around them and their organisations and helps young people in their education and personal development

Young Children’s Curriculum Experiences

Previously, I have written about early childhood pedagogies (Murray, 2018). In introducing this exciting extended issue of International Journal of Early Years Education, I focus on another key feature of early education, regarded as ‘a foundational fulcrum on which quality pedagogy rests’ (Kagan, Kauerz and Junus, 2022): curriculum. The wide range of manuscripts focused on curriculum that we receive at International Journal of Early Years Education are testament to the prominence of curriculum in the work of those who research in our field; alongside this focus in recent years, we have seen an exponential rise in centralised curriculum frameworks. In this paper, however, I argue that the key actors in any early childhood curriculum that secures learning most likely to be meaningful to young children are those who are directly engaged in its implementation: the learners and their teachers. In building this argument, I consider some definitions and components of curriculum, the potential of curriculum for reproducing or reducing inequalities, its role in an uncertain and dynamic global landscape, merits of an holistic approach, children’s agency in curriculum, and the teacher’s role in reifying a curriculum with value and relevance for young learners whose lives as adults we cannot yet imagine (Wiliam, 2011)