Innovative Pedagogies for The Digital Age: Extending Higher Education Beyond the Walls of The University.

This paper details an explorative and experimental project that is seeking to better implement virtual technologies of Web 2.0 into the pedagogy of higher education. Our project endeavours to position these technologies as a means of reorienting pedagogic practice within higher education around truly chaordic communities of practice that serve to develop digital citizens. We have undertaken this project with the belief that higher education should be concerned with answering the calls of our increasing digital society; that is to say become a place for foster digitally literate learners, who’s learning is not restricted to physical boundaries of the university but rather happens at all times over physical and virtual spaces

Wildlife interactions with domestic animals and forests

The International Hill Land Symposium was held at Oregon State University in April 1983.Foothill lands are defined and changes in vegetation and soils resulting from livestock grazing and forest management are described. Responses of wildlife to grazing and timber harvest can be either positive or negative, depending on individual species habitat and food requirements. Wildlife species are favored by the successional vegetation that follows grazing and timer cutting. Interactions between livestock and wildlife include some econom­ically serious problems such as predation and the exchange of diseases and parasites. There is a considerable potential for improvement of foothill productivity, however, if available knowledge of management possibilities could be utilized. Some of the constraints to improve­ment of foothill land management are discussed

Chaordic learning systems: reconceptualising pedagogy for the digital age

This article focuses on an explorative and experimental project seeking to implement Chaordic Learning Systems (CLS) as a pedagogic approach in Higher Education. We outline a project that embraced technologies of Web 2.0 to show how both physical and virtual spaces can be used to support and develop a strong and dynamic learning community in which staff and students work alongside each other to co-produce learning resources. Drawing on theories of Communities of Practice and Situated Learning a new teaching framework was introduced to a Level 5 undergraduate module (7.5 ECTS credits) that had not, until this project, used both face-to-face and online learning tools to engage students in the critical and discursive debates pertaining to sport and physical culture. We undertook this project with the belief that Higher Education should be concerned with answering the calls of an increasingly digital society for whom learning is not restricted by the physical boundaries of the university or the political landscape within which learning finds itself

Boing Project Report 2019 - 2021

Boing was launched in 2014 to support practitioners (coaches, coach developers, teachers, sports development professionals, volunteers and many more!) to deliver highly engaging physical activity, sport and physical education. This report focuses on a Sport England funded pilot project (2019-2021) conceived of to develop an understanding of: 1. What is required to build meaningful relationships across the Active Partnerships Network and across the sector as a whole. 2. The potential impact of bespoke partnerships/influencing on the way we support and educate the workforce. 3. The impact of an educational programme of workshops on practitioners and children

Chaordic learning systems: reconceptualising pedagogy for the digital age

This article focuses on an explorative and experimental project seeking to implement Chaordic Learning Systems (CLS) as a pedagogic approach in Higher Education. We outline a project that embraced technologies of Web 2.0 to show how both physical and virtual spaces can be used to support and develop a strong and dynamic learning community in which staff and students work alongside each other to co-produce learning resources. Drawing on theories of Communities of Practice and Situated Learning a new teaching framework was introduced to a Level 5 undergraduate module (7.5 ECTS credits) that had not, until this project, used both face-to-face and online learning tools to engage students in the critical and discursive debates pertaining to sport and physical culture. We undertook this project with the belief that Higher Education should be concerned with answering the calls of an increasingly digital society for whom learning is not restricted by the physical boundaries of the university or the political landscape within which learning finds itself

The Digital Future of Coaching

Digital is here. So, this is not so much a report about a digital future, but instead a pulse check on how, where, why and when coaches employ digital tools to support all that they do in their myriad of roles. Exacerbated by the pandemic, this is the time to support coaches as they return to play. The recovery from the Covid-19 pandemic brings a desire to rebuild and reinvent a more vibrant, relevant, and sustainable sector than ever before. At the heart of our sector is the coaching workforce – a valuable asset – whose people will make ‘the rebuild’ of the sport and physical activity sector possible. However, the Great Coaching Comeback Report (UK Coaching, 2021) has highlighted that a third of coaches report a ‘lack of confidence’ and a ‘fear of a reduction in their skill sets’ as major issues on their return to practice. Moreover, pre-pandemic research (UK Coaching, 2019) found a third of coaches did not have the resources they need to perform their roles effectively, and almost half had no mentor or person they could turn to for support in their coaching

design of the HELP study extension

Background Hereditary angioedema (HAE) is characterized by recurrent attacks of subcutaneous or submucosal edema. Attacks are unpredictable, debilitating, and have a significant impact on quality of life. Patients may be prescribed prophylactic therapy to prevent angioedema attacks. Current prophylactic treatments may be difficult to administer (i.e., intravenously), require frequent administrations or are not well tolerated, and breakthrough attacks may still occur frequently. Lanadelumab is a subcutaneously-administered monoclonal antibody inhibitor of plasma kallikrein in clinical development for prophylaxis of hereditary angioedema attacks. A Phase 1b study supported its efficacy in preventing attacks. A Phase 3, randomized, double-blind, placebo- controlled, parallel-arm study has been completed and an open-label extension is currently ongoing. Methods/design The primary objective of the open-label extension is to evaluate the long-term safety of repeated subcutaneous administrations of lanadelumab in patients with type I/II HAE. Secondary objectives include evaluation of efficacy and time to first angioedema attack to determine outer bounds of the dosing interval. The study will also evaluate immunogenicity, pharmacokinetics/pharmacodynamics, quality of life, characteristics of breakthrough attacks, ease of self-administration, and safety/efficacy in patients who switch to lanadelumab from another prophylactic therapy. The open-label extension will enroll patients who completed the double-blind study (“rollover patients”) and those who did not participate in the double-blind study (“non-rollover patients”), which includes patients who may or may not be currently using another prophylactic therapy. Rollover patients will receive a single 300 mg dose of lanadelumab on Day 0 and the second dose after the patient’s first confirmed angioedema attack. Thereafter, lanadelumab will be administered every 2 weeks. Non- rollover patients will receive 300 mg lanadelumab every 2 weeks regardless of the first attack. All patients will receive their last dose on Day 350 (maximum of 26 doses), and will then undergo a 4-week follow-up. Discussion Prevention of attacks can reduce the burden of illness associated with HAE. Prophylactic therapy requires extended, repeated dosing and the results of this study will provide important data on the long-term safety and efficacy of lanadelumab, a monoclonal antibody inhibitor of plasma kallikrein for subcutaneous administration for the treatment of HAE. Trial registration NCT0274159

British Lung Foundation/United Kingdom primary immunodeficiency network consensus statement on the definition, diagnosis, and management of granulomatous-lymphocytic interstitial lung disease in common variable immunodeficiency disorders

A proportion of people living with common variable immunodeficiency disorders develop granulomatous-lymphocytic interstitial lung disease (GLILD). We aimed to develop a consensus statement on the definition, diagnosis, and management of GLILD. All UK specialist centers were contacted and relevant physicians were invited to take part in a 3-round online Delphi process. Responses were graded as Strongly Agree, Tend to Agree, Neither Agree nor Disagree, Tend to Disagree, and Strongly Disagree, scored +1, +0.5, 0, −0.5, and −1, respectively. Agreement was defined as greater than or equal to 80% consensus. Scores are reported as mean ± SD. There was 100% agreement (score, 0.92 ± 0.19) for the following definition: “GLILD is a distinct clinico-radio-pathological ILD occurring in patients with [common variable immunodeficiency disorders], associated with a lymphocytic infiltrate and/or granuloma in the lung, and in whom other conditions have been considered and where possible excluded.” There was consensus that the workup of suspected GLILD requires chest computed tomography (CT) (0.98 ± 0.01), lung function tests (eg, gas transfer, 0.94 ± 0.17), bronchoscopy to exclude infection (0.63 ± 0.50), and lung biopsy (0.58 ± 0.40). There was no consensus on whether expectant management following optimization of immunoglobulin therapy was acceptable: 67% agreed, 25% disagreed, score 0.38 ± 0.59; 90% agreed that when treatment was required, first-line treatment should be with corticosteroids alone (score, 0.55 ± 0.51)