Pressures and influences on school leaders as policy makers during COVID-19

Pressure and influences on school leaders as school policy makers during COVID-19 have made the task of interpreting, translating and implementing guidance more a complex and essential operation. School leaders need to prioritise and balance ever-changing government policy advice, against limitations of school buildings, the welfare of students and staff as well as the needs of the communities their schools serve. By surveying and interviewing headteachers, senior leaders and governors, this paper identifies the inputs school leaders have had to react and respond to when creating policy in the context of COVID-19. The paper addresses the nature of, and factors affecting, pressures school leaders feel in authoring policy. The considerable challenges school-based policy makers face in implementing social distancing policy are non-trivial and increase tension to what is already highly stressful work. The report draws on data collected from a randomised, stratified sample of primary and secondary school leaders from across England in early June 2020, during the time of social distancing and school closure for most students. Findings suggest quality, quantity and frequency of top-down communication have contributed to school leader stress, while horizontal communication and collaboration between school leaders and across school communities helped to support leaders during rapid change. We recommend government and the education sector address communication, collaboration and change, to harness the challenges and opportunities identified by school leaders during the COVID-19 pandemic

The impact of due process and disruptions on emergency medicine education in the United States

INTRODUCTION: Academic Emergency Medicine (EM) departments are not immune to natural disasters, economic or political forces that disrupt a training program\u27s operations and educational mission. Due process concerns are closely intertwined with the challenges that program disruption brings. Due process is a protection whereby an individual will not lose rights without access to a fair procedural process. Effects of natural disasters similarly create disruptions in the physical structure of training programs that at times have led to the displacement of faculty and trainees. Variation exists in the implementation of transitions amongst training sites across the country, and its impact on residency programs, faculty, residents and medical students. METHODS: We reviewed the available literature regarding due process in emergency medicine. We also reviewed recent examples of training programs that underwent disruptions. We used this data to create a set of best practices regarding the handling of disruptions and due process in academic EM. RESULTS: Despite recommendations from organized medicine, there is currently no standard to protect due process rights for faculty in emergency medicine training programs. Especially at times of disruption, the due process rights of the faculty become relevant, as the multiple parties involved in a transition work together to protect the best interests of the faculty, program, residents and students. Amongst training sites across the country, there exist variations in the scope and impact of due process on residency programs, faculty, residents and medical students. CONCLUSION: We report on the current climate of due process for training programs, individual faculty, residents and medical students that may be affected by disruptions in management. We outline recommendations that hospitals, training programs, institutions and academic societies can implement to enhance due process and ensure the educational mission of a residency program is given due consideration during times of transition

When and Why? The Chronology and Context of Flint Mining at Grime’s Graves, Norfolk, England

New radiocarbon dating and chronological modelling have refined understanding of the character and circumstances of flint mining at Grime’s Graves through time. The deepest, most complex galleried shafts were worked probably from the third quarter of the 27th century cal BC and are amongst the earliest on the site. Their use ended in the decades around 2400 cal BC, although the use of simple, shallow pits in the west of the site continued for perhaps another three centuries. The final use of galleried shafts coincides with the first evidence of Beaker pottery and copper metallurgy in Britain. After a gap of around half a millennium, flint mining at Grime’s Graves briefly resumed, probably from the middle of the 16th century cal BC to the middle of the 15th. These ‘primitive’ pits, as they were termed in the inter-war period, were worked using bone tools that can be paralleled in Early Bronze Age copper mines. Finally, the scale and intensity of Middle Bronze Age middening on the site is revealed, as it occurred over a period of probably no more than a few decades in the 14th century cal BC. The possibility of connections between metalworking at Grime’s Graves at this time and contemporary deposition of bronzes in the nearby Fens is discussed

Island questions: the chronology of the Brochtorff Circle at Xagħra, Gozo, and its significance for the Neolithic sequence on Malta

Bayesian chronological modelling of radiocarbon dates from the Brochtorff Circle at Xagħra, Gozo, Malta (achieved through the ToTL and FRAGSUS projects), provides a more precise chronology for the sequence of development and use of a cave complex. Artefacts show that the site was in use from the Żebbuġ period of the late 5th/early 4th millennium cal BC to the Tarxien Cemetery phase of the later 3rd/early 2nd millennia cal BC. Absolutely dated funerary activity, however, starts with a small rock-cut tomb, probably in use in the mid to late fourth millennium cal BC, in the Ġgantija period. After an interval of centuries, burial resumed on a larger scale, probably in the 30th century cal BC, associated with Tarxien cultural material, with the use of the cave for collective burial and other depositions, with a series of structures, most notably altar-like settings built from massive stone slabs, which served to monumentalise the space. This process continued at intervals until the deposition of the last burials, probably in the 24th century cal BC; ceremonial activity may have ended at this time or a little later, to be followed by occupation in the Tarxien Cemetery period. The implications for the development of Neolithic society on Malta are discussed, as well as the changing character of Neolithic Malta in comparison to contemporary communities in Sicily, peninsular Italy and southern Iberia. It is argued that underground settings and temples on Malta may have served to reinforce locally important values of cooperation and consensus, against a wider tide of differentiation and accumulation, but that there could also have been increasing control of the treatment of the dead through time. The end of the Maltese Neolithic is also briefly discussed

Molecular characterization of hand flora and environmental isolates in a community setting

http://deepblue.lib.umich.edu/bitstream/2027.42/55436/1/Pancholi P, Molecular characterization of hand flora and environmental isolates in a community setting, 2005.pd

The People's Trial : supporting the public's understanding of randomised trials

Acknowledgements The People’s Trial team members acknowledge with gratitude the study participants. We would also like to acknowledge and thank Simone Lepage, Aoife O’Shaughnessy, and Louise Foley for their support with the research project. We would also like to thank Rob & Paul Digital Design™, Galway, Ireland. In addition, we would like to thank Marina Zaki for her support of The People’s Trial, in particular her expertise in promoting The People’s Trial through social media channels. Funding This research was funded by the Health Research Board in Ireland, through the Health Research Board – Trials Methodology Research Network as part of a Knowledge Exchange and Dissemination Scheme Award (grant reference KEDS-2018-012) 2018. The funder of the study had no role in the study design, data collection, data analysis, data interpretation or writing of the report. The corresponding author had full access to all the data in the study and had final responsibility for the decision to submit.Peer reviewedPublisher PD

Investigating the effectiveness of three school based interventions for preventing psychotic experiences over a year period – a secondary data analysis study of a randomized control trial

INTRODUCTION: Psychotic experiences (PEs) are associated with increased risk of later mental disorders and so could be valuable in prevention studies. However, to date few intervention studies have examined PEs. Given this lack of evidence, in the current study a secondary data analysis was conducted on a clustered-randomized control trial (RCT) of 3 school based interventions to reduce suicidal behaviour, to investigate if these may reduce rates of PEs, and prevent PE, at 3-month and 1-year follow-up. METHODS: The Irish site of the Saving and Empowering Young Lives in Europe study, trial registration (DRKS00000214), a cluster-RCT designed to examine the effect of school-based interventions on suicidal thoughts and behaviour. Seventeen schools (n = 1096) were randomly assigned to one of three intervention arms or a control arm. The interventions included a teacher training (gate-keeper) intervention, an interactive educational (universal-education) intervention, and a screening and integrated referral (selective-indicative) intervention. The primary outcome of this secondary data-analysis was reduction in point-prevalence of PEs at 12 months. A second analysis excluding those with PEs at baseline was conducted to examine prevention of PEs. Additional analysis was conducted of change in depression and anxiety scores (comparing those with/without PEs) in each arm of the intervention. Statistical analyses were conducted using mixed-effects modelling. RESULTS: At 12-months, the screening and referral intervention was associated with a significant reduction in PEs (OR:0.12,95%CI[0.02–0.62]) compared to the control arm. The teacher training and education intervention did not show this effect. Prevention was also observed only in the screening and referral arm (OR:0.30,95%CI[0.09–0.97]). Participants with PEs showed higher levels of depression and anxiety symptoms, compared to those without, and different responses to the screening and referral intervention & universal-education intervention. CONCLUSIONS: This study provides the first evidence for a school based intervention that reduce & prevent PEs in adolescence. This intervention is a combination of a school-based screening for psychopathology and subsequent referral intervention significantly reduced PEs in adolescents. Although further research is needed, our findings point to the effectiveness of school-based programmes for prevention of future mental health problems. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12889-023-15107-x

Does reading a book in bed make a difference to sleep in comparison to not reading a book in bed? : The People's Trial- an online, pragmatic, randomised trial

Acknowledgements The People’s Trial team members acknowledge with gratitude the study participants. We would also like to acknowledge and thank Claire O’Connell, Simone Lepage, Aoife O’Shaughnessy and Louise Foley for their support with the research project. Trial funder This research was funded by the Health Research Board in Ireland, through the Health Research Board – Trials Methodology Research Network as part of a Knowledge Exchange and Dissemination Scheme Award 2018 (grant reference KEDS-2018-012). The funder of the study had no role in the study design, data collection, data analysis, data interpretation, or writing of the report. The corresponding author had full access to all the data in the study and had final responsibility for the decision to submit.Peer reviewedPublisher PD