‘The voluntary organisation forms … a unique feature of the British way of life’: One voluntary organisation’s response to the birth of the Youth Service

With the future of the UK’s statutory Youth Service in doubt, this article looks back to the days of its birth. After the Second World War, some people were critical about the idea of direct state involvement and its possible association with the indoctrination of impressionable young people. However, in the West Riding of Yorkshire (WRY), the Education Authority saw the arrival of state provision as signalling an end to the need for voluntary organisations in youth work. The West Riding Association (WRA) and the Leeds Association of Girls’ and Mixed Clubs (LAGC) fought to continue their work with voluntary sector clubs where young people played a leading role in planning and organising their programmes. The Associations’ archives show the struggle leading up to their eventual amalgamation in 1950, in the face of the almost total removal of funding

Illness perception, mood and coping in patients with rhinitis

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Online mathematics enrichment: an evaluation of the NRICH project

This Executive Summary forms part of the final report of the findings of the independent external evaluation of the NRICH online mathematics project. The evaluation was commissioned by the University of Cambridge, UK as represented by the Millennium Mathematics Project. The evaluation was carried out by the evaluation team from the University of Southampton, UK, during 1998-99. Data collection took place between April and September 1999. An interim report, based on one element of the evaluation, was presented at the NRICH conference held in July 1999.1. The NRICH online mathematics enrichment project began in 1996 with the aim of establishing a permanent national UK centre for curriculum enrichment in mathematics. The project aims to provide mathematical learning support for very able children of all ages through the publication of a regular web-based ‘magazines’ featuring mathematical problems, puzzles, articles and games. University mathematics students act as peer teachers providing an electronic answering service. The centre also offers support, advice and inservice training to teachers, and resources for mathematics clubs. The NRICH website can be found at http://nrich.maths.org.uk/2. Internal evaluations of the project, carried out in 1997 and 1998, suggested that an increasing number of people were accessing the NRICH project website. The evaluations also indicated that teachers using the NRICH materials were generally satisfied with the type of problems presented, and that pupils who worked on the problems developed a richer view of mathematics. 3. The objectives of the external evaluation were to assess how the use of the NRICH website facilities enhances the mathematical development of children who have the potential to go on to study mathematical subjects at university, how the features of the website are used by teachers to help meet the special educational needs of exceptionally able children in mathematics, and the particular contribution of Information Communications Technology to the above. These objectives were derived from the aims of the NRICH project.4. The evaluation design incorporated a range of methods to provide data on the evaluation objectives. The various elements of the evaluation were an analysis of the responses to questionnaires completed by pupils, teachers, and other interested parties (such as parents) who access the NRICH website, a critical review of the NRICH website, together with selected case studies of school, classroom and pupil use of the NRICH project facilities. 5. Analysis of questionnaires completed by 199 pupils, 450 teachers, and 67 ‘friends of NRICH’ (such as parents) revealed that most NRICH users lived in England. This was particularly true of teachers. Over two-thirds of the pupils using NRICH were boys. Approximately the same proportion was white. A large proportion of users accessed NRICH at home. The majority of teachers worked in the state sector (both primary and secondary); ten percent were from private schools. The majority of users of all types were relatively new to NRICH, having been accessing the website for six months or less. The most frequent reason for accessing the NRICH website was to use it as a source of interesting mathematical problems. Most users were not registered with NRICH (a no-fee option open to all). The NRICH site was complimented by all categories of user as providing interesting problems, being attractively presented and generally easy to navigate. 6. The NRICH website was judged by the evaluation team to score highly on each of the website evaluation criteria. The new design of the site, launched in July 1999, was judged to be attractive, functional, easy to navigate, and contain high-quality materials. NRICH compared very favourably with other sites that provide mathematical puzzles, games and problems, and/or an answering service. The NRICH server statistics showed an increase in accesses to the site which was likely to be the result of more people accessing the NRICH site more often.7. In each of the three case study schools, at least one teacher made regular and often frequent use of the NRICH website, though none made use of the wider NRICH facilities available to registered teachers. NRICH was mainly used a source of interesting mathematical problems. Pupil usage of NRICH in the schools was much more varied. Only a very few pupils were aware of NRICH and had accessed the site themselves. While there was some evidence of impact on more able pupils, none of the teachers were able to quantify this impact but all praised NRICH as a very valuable resource.8. The three selected case profiles of pupil usage of NRICH revealed that these particular pupils accessed NRICH no more than once a month. All found the ‘one-to-one’ facility, where they could pose questions to University students, helpful and informative. Such exchanges often left the pupils wanting to know more, a situation the pupils viewed as positive. While few of the exchanges were related to the mathematical problems provided on the NRICH site, all these pupils valued the opportunity of being able to ask questions and receive replies.9. The main impact of NRICH on the more able pupils was in terms of helping them to gain a wider appreciation of mathematics and raising the profile of mathematics as a subject that could be interesting enough to pursue either within or outside school or for further study. Quantifying this impact was beyond the scope of this evaluation. Teachers mostly accessed NRICH to find problems to use in their teaching. The teachers used a variety of approaches to meet the needs of their more able pupils. Some used the NRICH problems with groups of more able children withdrawn from their regular classrooms. Some teachers used NRICH problems as extension material once regular classwork was complete. For some, NRICH was one resource amongst many. Only a few organised an extra-curricular mathematics club based solely around NRICH. The contribution of information communications technology (ICT) to both the enhancement of pupils’ mathematical development and to how teachers made use of the NRICH facilities was associated with the functionality and accessibility of the NRICH site. The interaction that was possible through using ICT was seen as a particular advantage of the NRICH project

The Blurred Line between Physical Ageing and Mental Health in Older Adults: Implications for the Measurement of Depression

Objectives: Depression in older adults is assessed using measures validated in the general adult population. However, such measures may be inappropriate in the elderly due to the similarities between ageing and the symptoms of depression. This article discusses whether these measures are fit for the purpose and the implications of using inappropriate tools. Methods: A commentary on measuring depression in older adults. Results: Depression symptoms may be mistaken for signs of ageing. Several measures of depression include items that may have a physical cause and thus generate measurement error. Those studies that have assessed the psychometric properties of depression measures in older adults have failed to conduct appropriate assessments of discriminant validity. Discussion: Research is needed to determine whether the conceptual similarity between some symptoms of depression and the effects of ageing translate to factorial similarity. If so, there may be a need for a specific depression measure for older adults that prioritises psychological symptoms

Sticking together: teaching, learning and the art of research

In this paper we emphasise the importance for community educators of building bridges between emerging needs, research, teaching and learning. A case study of recent work is used to illustrate the way in which research in vocational education and training offers the potential for practical outcomes which are not necessarily defined by the Research Assessment Exercise (RAE). We believe that fragmentation must be resisted: the glue securing teaching, learning and research must be preserved. The project which functions as our case study concerned the education and training needs of youth and community arts practitioners. Situated in the north of England, the research was directed by a partnership comprising Yorkshire and Humberside Arts, West Yorkshire Youth Association, the Calouste Gulbenkian Foundation, youth and community arts practitioners and the University of Huddersfield. This innovative collaboration led to pragmatic outcomes in course development, teaching and learning: a new postgraduate course is planned in direct response to the research, a conference was held to share the findings with practitioners whose input, using a focus group approach, was vital in the writing of the final report. We also envisage the work having a practical impact on future approaches to teaching and learning. We analyse the glue which holds together the collaborative partnership and answer the question: what is the nature of cross-sectoral partnership and how do all the partners get what they want? We believe this brings us back to the good old fashioned idea that the purpose of educational research is to inspire change, and is not only to add to the sum of human knowledge. Sadly, all too often nowadays there is a tendency for research to serve the demands of the RAE

Administration of nasal medications to infants and young children – thematic analysis of parents’ experiences in online forum discussions and blogs

Background: Allergic rhinitis is an increasing problem among children in developed countries. A 12-year birth cohort study from 2001 to 2012 on Isle of Wight showed that current-rhinitis and lifetime-rhinitis prevalence increased by 5.5% (22.6-vs-28.1, p=0.004) and 13% (18.6-vs-31.7, p<0.001) respectively. Parents play an essential role in the administration of medication, but to date no qualitative research has focussed on the administration challenges of nasal medications to young children. The objective of this study was to explore the experiences of parents administering nasal medications to their children. Using a novel method in paediatric health services research in allergy, online forum discussions and blog posts were used for this matter. Methods: Simple searches in Google were done to identify websites, where parents generally discussed the care of their atopic children. After that, advanced title searches in Google, Yahoo and Bing were done in the most appropriate websites like mumsnet.com, bellybelly.com.au, babycentre.co.uk, etc. Keywords for these advanced searches were: ‘how to nasal spray/drops toddler’, ‘tips nasal spray/drops toddler’, etc. A thematic analysis was used: First, the forum discussions and blog posts were transcribed into Word with line numbers; Transcripts were coded and divided into subthemes and themes; For ethical reasons, only online forum discussions were used which could be accessed without having to sign in. Results: 29 online forum discussions and 1 weblog were analysed, where parents of children with rhinitis symptoms sought advice on how to administer nasal medications or nasal saline irrigation. The following themes were found: 1. Barriers to medication administration: Resistance towards nasal medications shown by infants and young children was widely reported: Other barriers were fear of medications or hatred towards it: 2. Consequences to barriers of medication administration: Very common for parents was to use force because of resistance to medication which led to emotional disturbance in parents: 3. Facilitators for successful nasal medication administration: Several strategies for successful nasal medication administration were suggested like demonstration, distraction, while asleep, or game. Conclusions: This qualitative research highlights the challenges parents face when administering nasal medications to their children with rhinitis; Health professionals need to be aware of these difficulties to advise parents about medication administration appropriately; More research is needed to understand how best to facilitate the delivery of nasal treatment for allergic rhinitis in order to develop optimal control, and possibly prevent progression to asthma