Teesside Hydrogen Futures Implications for catalysing just transitions

This paper reports on preliminary research conducted by IPPR North and Teesside University to inform the research priorities of the just transitions theme of the Research England Hydrogen Innovation (REHIP) project. It reports on discussions held between local residents and representatives from local industry, policy making and research on the challenges of living and working in the Tees Valley and hopes for a hydrogen economy on Teesside.<br/

Teesside Hydrogen Futures Implications for catalysing just transitions

This paper reports on preliminary research conducted by IPPR North and Teesside University to inform the research priorities of the just transitions theme of the Research England Hydrogen Innovation (REHIP) project. It reports on discussions held between local residents and representatives from local industry, policy making and research on the challenges of living and working in the Tees Valley and hopes for a hydrogen economy on Teesside.<br/

Research report for supporting practice research works (P1623, 2.2)

Documents best practice in supporting practice research works at other HE institutions including; policy, definitions, vocabulary options, metadata, workflows, repository advice and features, digitisation offers, case studies and advocacy. Report collated through visits to Goldsmiths and University of Creative Arts, conference calls to University of Westminster and Glasgow School of Arts and desk research of other UK and Australian HE Institutions

The experiences of mothers of children and young people with intellectual disabilities during the first COVID-19 lockdown period

Background: Recent COVID-19 lockdown restrictions resulted in reduced access to educational, professional and social support systems for children with intellectual disabilities and their carers.Aim: The aim of this study was to gain insight into the ways mothers of children with intellectual disabilities coped during the first 2020 lockdown period. Methods: Eight mothers of children with intellectual disabilities were interviewed. The recordings of these interviews were subjected to a thematic analysis. Results: Three main themes were identified: carrying the burden; a time of stress; and embracing change and looking to the future. Conclusions: All mothers experienced increased burden and stress. However, some also described some positive impact of lockdown conditions on them as well as on their child's well-being and behaviour. These findings are discussed in the light of the (Journal of Applied Research in Intellectual Disabilities, 33, 2020, 1523) survey results on parental coping and suggestions for future service provision during pandemic conditions are proposed.</p

The experiences of mothers of children and young people with intellectual disabilities during the first COVID-19 lockdown period

Background: Recent COVID-19 lockdown restrictions resulted in reduced access to educational, professional and social support systems for children with intellectual disabilities and their carers.Aim: The aim of this study was to gain insight into the ways mothers of children with intellectual disabilities coped during the first 2020 lockdown period. Methods: Eight mothers of children with intellectual disabilities were interviewed. The recordings of these interviews were subjected to a thematic analysis. Results: Three main themes were identified: carrying the burden; a time of stress; and embracing change and looking to the future. Conclusions: All mothers experienced increased burden and stress. However, some also described some positive impact of lockdown conditions on them as well as on their child's well-being and behaviour. These findings are discussed in the light of the (Journal of Applied Research in Intellectual Disabilities, 33, 2020, 1523) survey results on parental coping and suggestions for future service provision during pandemic conditions are proposed.</p

The experiences of mothers of children and young people with intellectual disabilities during the first COVID‐19 lockdown period

Abstract: Background: Recent COVID‐19 lockdown restrictions resulted in reduced access to educational, professional and social support systems for children with intellectual disabilities and their carers. Aim: The aim of this study was to gain insight into the ways mothers of children with intellectual disabilities coped during the first 2020 lockdown period. Methods: Eight mothers of children with intellectual disabilities were interviewed. The recordings of these interviews were subjected to a thematic analysis. Results: Three main themes were identified: carrying the burden; a time of stress; and embracing change and looking to the future. Conclusions: All mothers experienced increased burden and stress. However, some also described some positive impact of lockdown conditions on them as well as on their child's well‐being and behaviour. These findings are discussed in the light of the (Journal of Applied Research in Intellectual Disabilities, 33, 2020, 1523) survey results on parental coping and suggestions for future service provision during pandemic conditions are proposed

A re-appraisal of the reliability of the 20 m multi-stage shuttle run test

This is the author's PDF version of an article published in European journal of applied physiology in 2007. The original publication is available at www.springerlink.co

The experiences of carers of adults with intellectual disabilities during the first COVID‐19 lockdown period

Background: The recent COVID-19 pandemic led to widespread international restrictions, severely impacting on health and social care services. For many individuals with an intellectual disability (ID) this meant reduced access to services and support for them and their carers. Aim: The aim of this study was to gain insight into the ways parents of adults with ID coped during the first 2020 lockdown period. Methods: Eight parents of adults with ID were interviewed. The recordings of these interviews were subjected to a thematic analysis. Results: Four main themes were identified: powerless and unappreciated; coping under lockdown; support; and the impact of lockdown on well-being. Conclusions: The parents of adults with ID who made up our sample reported that they received little support from services and experienced a sense of powerlessness. Nevertheless, they were open to accepting support from family and friends and showed remarkable resilience. These findings are discussed in the light of the Willner et al. (2020) survey results on parental mental health and coping, and suggestions for future service provision during pandemic conditions are proposed

Before-school running/walking club: Effects on student on-task behavior

Before-school programs provide a good opportunity for children to engage in physical activity (PA) as well as im- prove their readiness to learn. The purpose of this study was to examine the effect of a before-school running/ walking club on elementary school children's on-task behavior. The study employed a two-phase experimental design with an initial baseline phase followed by an alternating treatments phase, and was first conducted at a private school (School A) and subsequently replicated at a public school (School B). Participants were third and fourth grade children from two schools in the Southwestern U.S. who participated in a before-school run- ning/walking club that met two times each week (School A: 20 min; School B: 15 min) during the 2013/2014 ac- ademic year. Participation in the program was monitored using pedometers and on-task behavior was assessed through direct observation. Data analyses included visual analysis, Tau-U index, and multilevel modeling. Results from all analyses indicated that on-task behavior was significantly higher on days the children attended the before-school program than on days they did not. According to multilevel modeling results, mean differences and effect sizes were: School A = 15.78%, pseudo-R2 = .34 [strong effect]; School B = 14.26%, pseudo-R2 = .22 [moderate effect]. Results provide evidence for the positive impact of before-school PA programs on children's classroom behavior and readiness to learn. Such programs do not take time away from academics and may be an attractive option for schools. Results also have implications for the structure of children's school day and the scheduling of PA opportunities