Aggregates : is there a need for indigenous production in England?

Quality of life in a modern society depends on having the right infrastructure, of the right quality, in the right places – housing, schools, hospitals, transport links, workplaces and recreation facilities. All these elements of the built environment require aggregates in their construction. However many people today fail to make the connection between their standard of living and the quarries that are required to provide that standard. With the opposition to mineral extraction becoming more vociferous and with increasing competition for land uses, this research project, funded through the Aggregates Levy, examined England’s true ‘need’ for aggregates together with the costs and benefits to society and the economy of indigenous supply. It also considered whether it is physically possible to import large quantities of aggregates and assessed the likely implications of doing so. The research found that the demand for aggregates is created by society’s desire for a high standard of living and that the true ‘need’ is to meet that demand. It determined that aggregates extraction directly contributes £810 million to the English economy and this outweighs the estimated environmental cost of indigenous extraction of approximately £445 million. England’s current aggregates requirement is more than double the existing port capacity for dry bulk cargoes and importing large quantities of aggregates would likely double the cost of this material, with serious consequences for downstream industries. There will continue to be a need to meet demand for aggregates and this will have to be provided mainly from indigenous sources for the foreseeable future

Work intensification and employment insecurity in professional work

Professional work is a category of employment that has traditionally been associated with high levels of worker autonomy, economic and social status. During the past decade, changes in customer expectations, government policy and technology have generated pressures resulting in enhancement of the quality and efficiency of service provision, expansion in task requirements and a need for higher levels of discretion. In this sense, professional work has been upgraded. However, the changes have also led to a deterioration in the economic and social status of professional work, adversely impacting on the social and psychological well-being of professional workers. This paper examines these developments in five professions including two established professions (lawyers and pharmacists), one aspiring profession (midwives) and two emerging professions (counselling psychologists and human resource managers). The empirical findings are based on a survey of 1270 professional workers conducted in 2000 and 2001

Work Intensification and Employment Insecurity in Professional Work

Professional work is a category of employment that has traditionally been associated with high levels of worker autonomy, economic and social status. During the past decade, changes in customer expectations, government policy and technology have generated pressures resulting in enhancement of the quality and efficiency of service provision, expansion in task requirements and a need for higher levels of discretion. In this sense, professional work has been upgraded. However, the changes have also led to a deterioration in the economic and social status of professional work, adversely impacting on the social and psychological well-being of professional workers. This paper examines these developments in five professions including two established professions (lawyers and pharmacists), one aspiring profession (midwives) and two emerging professions (counselling psychologists and human resource managers). The empirical findings are based on a survey of 1270 professional workers conducted in 2000 and 2001.Professional work, counseling psychologists, human resource managers, lawyers, midwives, pharmacists, job satisfaction and morale.

Workshop Report: Earth and Environmental Science for Sustainable Development (Lusaka, September 2017)

This report describes the outcomes of a two-day interactive workshop in Lusaka (Zambia), conducted in September 2017. We gathered 26 delegates from 14 organisations based in Zambia, Malawi and Zimbabwe to determine sustainable development priorities and consider the role of Earth and environmental science in addressing these. Delegates came from diverse disciplines (e.g., geology, agriculture, geography, hydrology) and sectors (e.g., academia, commercial, government). Using the UN Sustainable Development Goals (SDGs) as a reference tool, participants identified primary development challenges and their research and data needs to help address these. Key themes included food security and nutrition, clean water and sanitation, and energy and climate change. Participants co-designed a set of draft science-for-development projects relating to these themes. BGS are using this information, together with the results of additional workshop activities, to inform the development of collaborative science-for-development activities in eastern Africa as part of our commitment to Official Development Assistance (ODA) in the region. We will further develop specific project ideas, using information gathered at this workshop, with appropriate regional and international partners. Information from this workshop provides supporting evidence of expressed development need and stakeholder expertise in eastern Africa. This information will guide future project applications to the Global Challenges Research Fund, and other appropriate research and innovation funding sources. Key Results and Conclusions During the workshop, small group discussions and group voting generated a collective ranking of SDG priorities. Participants also reflected on where they believe Earth and environmental science can make the greatest contribution to development impact. These rankings were: Overall SDG ranking (Eastern Africa) based on summing of small groups votes: 1. Quality Education (SDG 4) 2. No Poverty (SDG 1) 3. Water and Sanitation (SDG 6) 4. Good Health and Wellbeing (SDG 3) 5. Zero Hunger (SDG 2) Role for Earth and environmental science rankings: 1. Climate Action (SDG 13) 2. Clean Water and Sanitation (SDG 6) 3. Zero Hunger (SDG 2) =4. Good Health and Well-Being (SDG 3) =4. Affordable and Clean Energy (SDG 7) =4. Life on Land (SDG 15) Group discussions suggested that interconnectedness of SDGs and basic (immediate) development needs were likely to influence the prioritisation process. For example, participants noted that improving access to education (SDG 4) would improve access to jobs and economic growth (SDG 8), which enables enhanced investment in water and sanitation (SDG 6) and health (SDG 3). We used these rankings to establish three thematic working groups, with each tasked to identify specific challenges, research priorities, information needs and potential projects. Groups were: Food security and nutrition. This group explored the environmental inputs required to improve nutrition in humans and animals. Clean water and sanitation. This group explored water pollution, emphasising the need for stronger and more informed management of activities causing pollution. Energy and climate change. This group explored ways to raise awareness of climate change and its impacts, and improve the understanding of future energy demand and locations. Developing these activities will require effective science-for-development partnerships. Partnership characteristics of greatest importance to participants attending this Lusaka workshop were (i) sharing of data, (ii) access to training and capacity building, (iii) sharing of project outputs, (iv) shared responsibility for project design, and (v) respectful dialogue

Workshop Report: Earth and Environmental Science for Sustainable Development (Dar es Salaam, September 2017)

This report describes the outcomes of a two-day interactive workshop in Dar es Salaam (Tanzania), conducted in September 2017. We gathered 17 delegates from 12 organisations in Tanzania to determine sustainable development priorities and consider the role of Earth and environmental science in addressing these. Delegates came from diverse disciplines (e.g., geology, agriculture, forestry, water management) and sectors (e.g., academia, civil society, commercial, government). Using the UN Sustainable Development Goals (SDGs) as a reference tool, participants identified primary development challenges and their research and data needs to help address these. Key themes included (i) sustainable land and water management, (ii) clean water and sanitation, and (iii) climate-smart agriculture, food security and nutrition. Participants co-designed a set of draft science-for-development projects relating to these themes. BGS are using this information, together with the results of additional workshop activities, to inform the development of collaborative science-for-development activities in eastern Africa as part of our commitment to Official Development Assistance (ODA) in the region. We will further develop specific project ideas, using information gathered at this workshop, with appropriate regional and international partners. Information from this workshop provides supporting evidence of expressed development need and stakeholder expertise in eastern Africa. This information will guide future project applications to the Global Challenges Research Fund, and other appropriate research and innovation funding sources. Key Results and Conclusions During the workshop, small group discussions and group voting generated a collective ranking of SDG priorities. Participants also reflected on where they believe Earth and environmental science can make the greatest contribution to development impact. These rankings were: Overall SDG ranking (eastern Africa) based on summing of small groups votes: 1. Quality Education (SDG 4) 2. Life on Land (SDG 15) 3. Industry/Innovation/Infrastructure (SDG 9) Role for Earth and environmental science rankings: 1. Clean Water and Sanitation (SDG 6) 2. Life on Land (SDG 15) 3. Climate Action (SDG 13) 4. Industry/Innovation/Infrastructure (SDG 9) Group discussions suggested that interconnectedness of SDGs and basic (immediate) development needs were likely to influence the prioritisation process. For example, participants noted that good health (SDG 3) was necessary to having decent work and economic growth (SDG 8). We used these rankings to establish three thematic working groups, with each tasked to identify specific challenges, research priorities, information needs and potential projects. Groups were: Sustainable land and water management. This group developed ideas relating to reducing land degradation, implementing and strengthening strategic environmental assessments, ensuring more integrated policy, and enhancing geo-ICT capacity. Clean water and sanitation. This group identified ideas around water pollution and the re-use and safe treatment of water, natural water quality, and data awareness and availability. Climate-smart agriculture, food security and nutrition. This group explored ways to improve post-harvest management of agricultural products, and improve land resource quality. Developing these activities will require effective science-for-development partnerships. Partnership characteristics of greatest importance to participants attending this Dar es Salaam workshop were (i) being treated as an equal by other members of the partnership, (ii) respectful dialogue between members of the partnership, (iii) access to training and capacity building, (iv) sharing of project outputs, and (v) access to funding/financial resources

NHS reforms and the working lives of midwives and physiotherapists

From 2000 the NHS was subjected to a series of far reaching reforms, the purposes of which were to increase the role of the primary care sector in commissioning and providing services, promote healthier life styles, reduce health inequality, and improve service standards. These were seen as requiring a greater leadership role from health professionals, closer and more cooperative working between health professionals, and between health professionals, social services, and community and other service providers. The project surveyed a random sample of midwives and physiotherapists to investigate their perceptions of the effectiveness of the reforms, and their effects on working lives. The predominant perception was that NHS reforms had negatively affected the funding of their services; and had done little to improve service quality, delivery or organisation. Although the potential existed for the reforms to improve services, the necessary resources and required staffing were not made available and the objectives of the reforms were only partially secured by intensifying of work. The downside of this was a deterioration of the sociopsychological wellbeing of midwives and physiotherapists, especially the former, exacerbating the shortage of skilled and experienced. Shortage of staff and the associated increased work burdens were demoralising and demotivating; morale and job satisfaction declined, and job insecurity and labour turnover increased

Workshop report : Earth and Environmental Science for Sustainable Development (Nairobi, March 2017)

This report describes the outcomes of a two-day interactive workshop in Nairobi (Kenya), conducted in March 2017. We gathered 32 delegates from 22 organisations in Kenya to determine sustainable development priorities and consider the role of Earth and environmental science in addressing these. Delegates came from diverse disciplines (e.g., geology, agriculture, geography, hydrology, ecology) and sectors (e.g., academia, commercial, civil society, government). Using the UN Sustainable Development Goals (SDGs) as a reference tool, participants identified primary development challenges and their research and data needs to help address these. Key themes included the food-water-energy nexus, clean water, and natural resources (minerals). Participants co-designed a set of draft science-for-development projects relating to these themes. BGS are using this information, together with the results of additional workshop activities, to inform the development of collaborative science-for-development activities in eastern Africa as part of our commitment to Official Development Assistance (ODA) in the region. We will further develop specific project ideas, using information gathered at this workshop, with appropriate regional and international partners. Information from this workshop provides supporting evidence of expressed development need and stakeholder expertise in eastern Africa. This information will guide future project applications to the Global Challenges Research Fund, and other appropriate research and innovation funding sources. Key Results and Conclusions Small group discussions and group voting generated a collective ranking of SDG priorities. Participants also reflected on where they believe Earth and environmental science can make the greatest contribution to development impact. These rankings were: Overall SDG ranking (Eastern Africa) based on summing of small groups votes: 1. Clean Water and Sanitation (SDG 6) 2. No Poverty (SDG 1) 3. Zero Hunger (SDG 2) 4. Good Health and Wellbeing (SDG 3) 5. Quality Education (SDG 4) Role for Earth and environmental science rankings: 1. Clean Water and Sanitation (SDG 6) 2. Climate Action (SDG 13) 3. Life on Land (SDG 15) 4. Affordable and Clean Energy (SDG 7) 5. Zero Hunger (SDG 2) Group discussions suggested that interconnectedness of SDGs and basic (immediate) development needs were likely to influence the prioritisation process. For example, participants noted that ending poverty (SDG 1), ending hunger (SDG 2) and ensuring access to clean water and sanitation (SDG 6) would underpin progress in many of the other SDGs. We used these rankings to establish three thematic working groups, with each tasked to identify specific challenges, research priorities, information needs and potential projects. Groups were: Food-water-energy nexus. This group identified geographic areas of interest, and considered crosscutting issues (data, cultural and political barriers, partnerships, lessons learned, and capacity building). Clean water and sanitation. This group discussed water availability mapping, enhanced water policy/governance/management, improved catchment management, data gaps, and applied research and training activities. Natural resources (minerals). This group identified activities relating to a Mombasa to Kisumu resource corridor, and artisanal and small-scale mining activities. Developing these activities will require effective science-for-development partnerships. Partnership characteristics of greatest importance to Kenyan participants were (i) sharing of project outputs, (ii) sharing of data, (iii) being treated as equals by other members of the partnership, and (iv) access to training and capacity building

Acceptability and Feasibility of Virtual Reality to Promote Health Literacy in Primary Care from the Health Professional’s view: A Qualitative Study

ObjectiveThe development of health literacy is important in the management of chronic pain and virtual reality may be an effective medium for its development. This study aims to understand the usability and acceptability of a virtual reality-based pain education system for the facilitation of health literacy.MethodsSemi-structured interviews were conducted with health professionals who had used a VR-based pain education system within their clinical practice, to explore perceptions of feasibility. Data collection and analyses were informed by the Unified Theory of Acceptance and Use of Technology and the Integrated Model of Health Literacy.ResultsFrom 10 participants, the VR-based system was considered feasible in providing immersive experiential learning which addressed patient understanding and health-related communication.ConclusionVR appears to be perceived as an acceptable and feasible technology to support the development of health literacy in people with chronic pain. Its largest perceived benefit was its capacity to provide an immersive and entertaining alternative to conventional methods of pain education.Practice ImplicationsVirtual reality is considered as a feasible method of facilitating patient understanding and health-related communication related to chronic pain. Feasibility of such a tool relies clinically on time available, social expectations of VR, and the role of immersive and experiential learning within the management of chronic pain