Strengthening the impact of case studies through the use of a digital medium

This workshop provides an opportunity for delegates to explore their understanding of an aspect of Validated Prior Learning in higher education through the medium of film. The use of case studies is identified as valuable exemplification to support our understanding of complex structures and environments (Bassey 1999). By adopting a framework for exploring key issues in Validated Prior Learning we can draw comparisons across themes in single case studies and between multiple case studies. This may highlight particular structures and environmental features that can contribute to successful quality assurance, lifelong learning and societal integration. It may also identify inhibiting factors. Thus critical success factors for implementing VPL are revealed through case studies. By adopting an innovative digital medium such findings can be revealed more clearly to a wider audience then using traditional dissemination. In this workshop delegates will have opportunities to explore the power of Validated Prior Learning by story planning ahead of disseminating case studies through such tools as Videoscribe

Support and barriers in validated prior learning

This Round Table provides a democratic forum for delegates to voice their authentic perspectives and real world experiences regarding the rationale, development and implementation of Validated Prior Learning as a tool for quality assurance, lifelong learning and societal integration. The only requirements are that delegates: a) Come prepared to share their own successes, problems and solutions in regard to Validated Prior Learning; b) Have an interest in learning from others’ successes, problems and solutions in regard to Validated Prior Learning; c) Are committed to inclusion, regardless of status, gender, age, philosophy, special need, heritage or any other personal feature

Business as usual: project management of a European project

As projects become more complex in terms of methodologies and technologies, distant and international partnerships, and in relation to the need to engage with stakeholders and the public, the traditional academic-only management style is necessary but not sufficientany longer. It is becoming apparent under the European Commission’s new Erasmus+ and Horizon 2020 programmes that excellence in research management; the nature of the partnership, and the expertise it brings in the area of dissemination and sustainability (Erasmus+ Programme Guide, 2014) are key drivers for any organisation applying for funding. To accomplish all such expectations, effective project management, that is the, planning, monitoring, assigning and controlling of all aspects of a project, is essential. Based on the Success at School project’s experience, this chapter argues that the presence of an experienced project/research manager is needed, but that, as the nature of the projects change, there is also a need to move beyond traditional lines of professional demarcation between academics and administrative support roles

Building Better Opportunities:Working Progress – Final Report

This evaluation has been produced by the Institute for Social Innovation and Impact (ISII) to investigate the impact of BBO Working Progress, a programme that aims to help unemployed and economically inactive adults across Northamptonshire gain training, education, volunteering opportunities, and employment

Building Better Opportunities:Working Progress – Final Report

This evaluation has been produced by the Institute for Social Innovation and Impact (ISII) to investigate the impact of BBO Working Progress, a programme that aims to help unemployed and economically inactive adults across Northamptonshire gain training, education, volunteering opportunities, and employment

Helping parents to understand and support their children with autism through parent training in south east Europe: the ‘ESIPP’ project

Autism is a lifelong condition which can have a significant impact not only upon the individual with autism, but also parents, siblings and the wider family. Parent training has been shown to be an important source of social support to families, helping them adjust to the reality of living with autism, and improving outcomes and quality of life for family members. However, such training is not universally available, and nor may existing models of parent education be universally appropriate. This paper discusses the activity undertaken to date (November 2016) in the Equity and Social inclusion through Positive Parenting (ESIPP) project. This is a partnership of academics, professionals and parents, funded by the European Union, working to develop and evaluate the impact of providing such training in Croatia, Cyprus and the Former Yugoslav Republic (FYR) of Macedonia. The paper reviews the literature regarding parent training, highlighting key benefits and barriers. It then moves on to introduce the ESIPP project, outlining key aspects of the project – the identification of the core curriculum, the parent training courses and the evaluation process – and summarising what we have learned in developing and providing training across cultures

ASD-EAST Programme Evaluation Report

This document reports the key findings of the Erasmus+ KA2 Strategic Partnership Autism Spectrum Disorder – Empowering and Supporting Teachers (ASD-EAST) (Grant 2018-1-UK01-KA201-047872). ASD-EAST was established to begin to address an identified shortfall in teacher knowledge and training regarding Autism Spectrum Disorder (ASD) and focused on developing appropriate training to support teachers to effectively include learners with ASD in education within Central/Eastern Europe and the Balkans. The project was carried out between September 2018 and August 2020. Its specific focus was on the development of training for specialist primary age range teachers (in both special school and mainstream/inclusive settings). The materials were developed and tested in three counties: Croatia, the Republic of North Macedonia (hereafter referred to as North Macedonia) and Poland

Diagnostic Accuracy of Age and Alarm Symptoms for Upper GI Malignancy in Patients with Dyspepsia in a GI Clinic: A 7-Year Cross-Sectional Study

<div><h3>Objectives</h3><p>We investigated whether using demographic characteristics and alarm symptoms can accurately predict cancer in patients with dyspepsia in Iran, where upper GI cancers and <em>H. pylori</em> infection are common.</p> <h3>Methods</h3><p>All consecutive patients referred to a tertiary gastroenterology clinic in Tehran, Iran, from 2002 to 2009 were invited to participate in this study. Each patient completed a standard questionnaire and underwent upper gastrointestinal endoscopy. Alarm symptoms included in the questionnaire were weight loss, dysphagia, GI bleeding, and persistent vomiting. We used logistic regression models to estimate the diagnostic value of each variable in combination with other ones, and to develop a risk-prediction model.</p> <h3>Results</h3><p>A total of 2,847 patients with dyspepsia participated in this study, of whom 87 (3.1%) had upper GI malignancy. Patients reporting at least one of the alarm symptoms constituted 66.7% of cancer patients compared to 38.9% in patients without cancer (p<0.001). Esophageal or gastric cancers in patients with dyspepsia was associated with older age, being male, and symptoms of weight loss and vomiting. Each single predictor had low sensitivity and specificity. Using a combination of age, alarm symptoms, and smoking, we built a risk-prediction model that distinguished between high-risk and low-risk individuals with an area under the ROC curve of 0.85 and acceptable calibration.</p> <h3>Conclusions</h3><p>None of the predictors demonstrated high diagnostic accuracy. While our risk-prediction model had reasonable accuracy, some cancer cases would have remained undiagnosed. Therefore, where available, low cost endoscopy may be preferable for dyspeptic older patient or those with history of weight loss.</p> </div

A New Direction to Athletic Performance: Understanding the Acute and Longitudinal Responses to Backward Running

Backward running (BR) is a form of locomotion that occurs in short bursts during many overground field and court sports. It has also traditionally been used in clinical settings as a method to rehabilitate lower body injuries. Comparisons between BR and forward running (FR) have led to the discovery that both may be generated by the same neural circuitry. Comparisons of the acute responses to FR reveal that BR is characterised by a smaller ratio of braking to propulsive forces, increased step frequency, decreased step length, increased muscle activity and reliance on isometric and concentric muscle actions. These biomechanical differences have been critical in informing recent scientific explorations which have discovered that BR can be used as a method for reducing injury and improving a variety of physical attributes deemed advantageous to sports performance. This includes improved lower body strength and power, decreased injury prevalence and improvements in change of direction performance following BR training. The current findings from research help improve our understanding of BR biomechanics and provide evidence which supports BR as a useful method to improve athlete performance. However, further acute and longitudinal research is needed to better understand the utility of BR in athletic performance programs