Field-Cycling MRI for Identifying Minor Ischemic Stroke Below 0.2 T

The authors thank radiographers Nichola Crouch, MSc; Mike Hendry, BSc (Hons); Laura Reid, BSc (Hons); Michelle Mauchline, BSc (Hons); and Arthur Ginsburg, BSc, for their support with patient scans at FCI; Stacey Dawson for the study coordination; and the Scottish Stroke Research Network nurses, Janice Irvine, RGN; Annika Walch, RGN; Farah Muir, RN; and Sandra Williams, RGN, who helped with patient recruitment. We also thank Alison Murray, MBChB (Hons), FRCR, FRCP, PhD, FRSE, who contributed to study setup and 3.0-T image interpretation.Peer reviewe

Association between T2-related co-morbidities and effectiveness of biologics in severe asthma

Acknowledgments The authors thank Mr. Joash Tan (BSc, Hons), of the Observational and Pragmatic Research Institute (OPRI), and Ms Andrea Lim (BSc, Hons) of the Observational Pragmatic Research Institute (OPRI) for their editorial and formatting assistance that supported the development of this publication. Funding statement: This study was conducted by the Observational and Pragmatic Research Institute (OPRI) Pte Ltd and was partially funded by Optimum Patient Care Global and AstraZeneca Ltd. AstraZeneca UK LimitedPeer reviewe

A mixed methods exploratory study of women’s relationships with and uses of fertility tracking apps

This work was conducted as a BSc (Hons) research project at the University of Aberdeen. No external funding was received.Peer reviewedPublisher PD

Demystifying Theoretical Sampling in Grounded Theory Research

Theoretical sampling is a central tenet of classic grounded theory and is essential to the development and refinement of a theory that is ‘grounded’ in data. While many authors appear to share concurrent definitions of theoretical sampling, the ways in which the process is actually executed remain largely elusive and inconsistent. As such, employing and describing the theoretical sampling process can present a particular challenge to novice researchers embarking upon their first grounded theory study. This article has been written in response to the challenges faced by the first author whilst writing a grounded theory proposal. It is intended to clarify theoretical sampling for new grounded theory researchers, offering some insight into the practicalities of selecting and employing a theoretical sampling strategy. It demonstrates that the credibility of a theory cannot be dissociated from the process by which it has been generated and seeks to encourage and challenge researchers to approach theoretical sampling in a way that is apposite to the core principles of the classic grounded theory methodology

Open by Degrees: A Case of Flexibility or Personalization?

This chapter focuses on the history, development, and perceived value of The Open University UK’s BA/BSc (Hons) Open degree (hereafter referred to as “OUUK Open degree”) over the past half-century in the context of changing external pressures and addressing debates around the coherence and acceptance of such a personalized program of study. It touches on the changing views of “openness” over time, from the origins of The Open University’s “open entry” policy, through to ideas around flexibility of study, open education, and personalized learning. The chapter concludes with recommendations for other higher education institutions wishing to introduce a multidisciplinary open degree into their portfolio of curriculum

The geography fieldwork experience: Spain 2008

In the last week of April, Dr Tony Mellor and five colleagues from the School of Applied Sciences took 34 Geography students on field work to Andalucia in southern Spain. This residential trip takes place annually as part of a core module on the second year of the BSc (Hons) Geography degree programme. The module enables students to: (a) apply skills of observation, measurement and data collection in a real world field context, (b) demonstrate skills in project design, report writing, oral presentation and group work, and (c) describe and interpret physical and environmental processes operating in the study area and discuss howthey contribute to the distinctiveness of its landscapes

First Year Product Design Students

As part of the BSc (hons) Degree in Product Design, first year students combined the skills learned in the Communication and Design Modules to work with the Dypsraxia Association of Ireland, to develop concept designs for objects to facilitate everyday living for people with dyspraxia.https://arrow.tudublin.ie/civpostbk/1003/thumbnail.jp

Early Development of Professional Skills Benefits Students & Community Partners

The BSc (Hons) Human Nutrition & Dietetics programme requires the early development of professional skills. In the Stage 2 module Professional Practice Studies , academic staff and students worked with Dublin City Council and older people in the North Central area to facilitate the development of these skills.https://arrow.tudublin.ie/civpostbk/1010/thumbnail.jp

CLIP/CETL Fellowship Report 2006/7: Assessing Current Industry Practices and Educational Needs in Order to Facilitate Students Transition to Work and Increase Employability.

BSc (Hons) Cosmetic Science was developed at LCF in 2000, aiming to provide the Cosmetic industry with graduates ready to work in its R&D departments. In addition to being the only BSc of the University, it was the only graduate course in the UK devoted solely to the Cosmetic industry. Within the last couple of years, the course team started feeling that this unique subject area needs some re-positioning, not only because it now faces competition from other universities, but also because the industry it serves has changed since 2000. Despite plenty of evidence of the changing face of the industry, we were not able to find any systematic analysis of how the change affects jobs, especially the knowledge and skills profile now required from young graduates. The course re-validation was imminent and I felt that it was my responsibility, as a subject leader, to get hold of the facts, which would help us move the BSc course forward. In addition to undergraduate provision, LCF has an intention to develop a post-graduate (PG) course in this area. With no model courses in the UK, a rapidly changing industry and no market research data, it would be a risky enterprise. Hence, my second aim was to collect and analyse some facts and opinions regarding this possible new PG development

Students’ choice of occupational therapy as a second degree

There has been little research in the United Kingdom into the recruitment of occupational therapy students. This study focused on one aspect and surveyed students already holding a degree, in order to ascertain the factors that attracted them to occupational therapy and why they chose a further 3-year degree course in preference to postgraduate alternative routes to qualification. Sixty-four students, holding degrees predominantly in the human sciences and the arts, were motivated to study occupational therapy at Brunel University through a desire to obtain a vocational qualification and to pursue a career that helped others and offered variety and personal satisfaction. The majority of the students learned of the profession through working in health and social care environments, and chose to study at Brunel University owing to its location in London and its reputation for attracting mature students. Although 90% of the students had been aware of the 2-year accelerated postgraduate diplomas in occupational therapy, more than a third preferred to undertake a 3-year degree course because it allowed more time for study and part-time employment. The need to target recruitment at school leavers, graduates in related degrees and those already working in health or social care was identifie