Learning strategies of digital forensics examiners and students studying digital forensics.

Digital forensics, also known as computer forensics, is the investigation of any digital media in order to find evidence. This media can include computer hard drives, flash drives, cell phones, etc... This discipline is relatively new compared to the other forensic disciplines, and is evolving at an exponential rate to keep up with changing technology. Digital forensics investigators often come from different backgrounds. Some have computer science backgrounds and are trained to be investigators while others come from the investigator side and are trained in computer forensics. Some examiners do not have a background in either area, but are being trained in both. There have been many studies concerning the learning strategies of adults. However, no studies have been done to find a common learning strategy among this group. This study determined the predominant learning strategy of a convenience sample of this diverse group to be problem solvers using the Assessing The Learning Strategies of AdultS (ATLAS) tool. This allows educators in this field to have a better understanding of how these students learn, and make the process more meaningful. Also, the educators of the on-going training in digital forensics will be more successful in presenting new material to experienced investigators already in the field

Write the Body Bloody: Violence, Gender & Identity in the Poetry of Sylvia Plath & Ai

Poems that hang themselves on the rope of acts, apparitions and assertions of violence, voiced by a fierce ‘I’, are primary modes in the work of both Sylvia Plath and Ai. Their violent ‘I’s burst the boundaries of acceptable poetic expression in moments of crisis, trauma and uncertainty, giving voice to the unspeakable. Yet critical analysis has made a habit of dividing these poets’ violent use of the first person, placing Plath firmly in the category of (naked) autobiographical confession and Ai in the tradition of (masked) dramatic monologue. This thesis highlights the links between the modes in which Plath and Ai inhabit the poetic ‘I’, exploring how they each use scenes of violence to perform and interrogate issues of gender and identity, expose the nexus of tenderness and cruelty and obscure the roles of villain and victim. It argues that neither the category of confessional poetry or dramatic monologue can cage these poets’ seizure of the ‘I’ or explain their emphasis on self as theatre and character as concert. It examines the ways in which selected poems from each writer’s work do violence to the gender and identity limits implicit in both labels. The creative section which follows this legacy of ‘unacceptable’ women’s writing continues to agitate against the gender limits imposed upon women. It does not flinch from conflict and unpicks the body to discover what identity really means. It embodies the ghosts that haunt my writing self, demanding they be given a voice. My poetry is a breathing fusion of my personal and my dramatic selves. Like the poetry of Plath and Ai, my own creative work refuses to be caged

In-depth case study of Australian seating service experience: stakeholders\u27 perspectives

The in-depth case study explores the Australian seating service experience from four stakeholders’ perspectives. To capture essential case study data, a qualitative approach collected the seating service experiences of eleven consumers, five care providers, 28 prescribing clinicians and 16 vendors. Sixty participants shared their experiences via an in-depth interview process of procuring specialised wheelchair-seating technology within the Australian seating service sector. The in-depth interviews were recorded, transcribed, and member-checked. The interview data builds on scant evidence of the seating service as experienced in Australia

Encouraging breastfeeding: the role of fathers

National and international policy and guidance recognise the health and other benefits of breastfeeding. Fathers are often the closest form of social support to the mother, with research suggesting that fathers can be an important source of breastfeeding support; however, they are not acknowledged in many existing breastfeeding protocols or policies. The aim of this literature review is to explore the role of the father in supporting breastfeeding. Nine studies were included in the literature review. Three themes were identified: duration of breastfeeding; educating fathers; and breastfeeding support from fathers. Findings suggest fathers offer a potentially valuable support for breastfeeding mothers. Resources and interventions for fathers need to be designed and researched with a need for policies and guidelines to acknowledge their role

Inequalities in the dental health needs and access to dental services among looked after children in Scotland: a population data linkage study

Background: There is limited evidence on the health needs and service access among children and young people who are looked after by the state. The aim of this study was to compare dental treatment needs and access to dental services (as an exemplar of wider health and well-being concerns) among children and young people who are looked after with the general child population. Methods: Population data linkage study utilising national datasets of social work referrals for ‘looked after’ placements, the Scottish census of children in local authority schools, and national health service’s dental health and service datasets. Results: 633 204 children in publicly funded schools in Scotland during the academic year 2011/2012, of whom 10 927 (1.7%) were known to be looked after during that or a previous year (from 2007–2008). The children in the looked after children (LAC) group were more likely to have urgent dental treatment need at 5 years of age: 23%vs10% (n=209/16533), adjusted (for age, sex and area socioeconomic deprivation) OR 2.65 (95% CI 2.30 to 3.05); were less likely to attend a dentist regularly: 51%vs63% (n=5519/388934), 0.55 (0.53 to 0.58) and more likely to have teeth extracted under general anaesthesia: 9%vs5% (n=967/30253), 1.91 (1.78 to 2.04). Conclusions: LAC are more likely to have dental treatment needs and less likely to access dental services even when accounting for sociodemographic factors. Greater efforts are required to integrate child social and healthcare for LAC and to develop preventive care pathways on entering and throughout their time in the care system

Whole-genome sequencing of nine esophageal adenocarcinoma cell lines.

Esophageal adenocarcinoma (EAC) is highly mutated and molecularly heterogeneous. The number of cell lines available for study is limited and their genome has been only partially characterized. The availability of an accurate annotation of their mutational landscape is crucial for accurate experimental design and correct interpretation of genotype-phenotype findings. We performed high coverage, paired end whole genome sequencing on eight EAC cell lines-ESO26, ESO51, FLO-1, JH-EsoAd1, OACM5.1 C, OACP4 C, OE33, SK-GT-4-all verified against original patient material, and one esophageal high grade dysplasia cell line, CP-D. We have made available the aligned sequence data and report single nucleotide variants (SNVs), small insertions and deletions (indels), and copy number alterations, identified by comparison with the human reference genome and known single nucleotide polymorphisms (SNPs). We compare these putative mutations to mutations found in primary tissue EAC samples, to inform the use of these cell lines as a model of EAC.This work was funded by an MRC Programme Grant to R.C.F. and a Cancer Research UK grant to PAWE. The pipeline for mutation calling is funded by Cancer Research UK as part of the International Cancer Genome Consortium. G.C. is a National Institute for Health Research Lecturer as part of a NIHR professorship grant to R.C.F. AGL is supported by a Cancer Research UK programme grant (C14303/A20406) to Simon Tavaré and the European Commission through the Horizon 2020 project SOUND (Grant Agreement no. 633974)

Impact of mutations in Toll-like receptor pathway genes on esophageal carcinogenesis.

Esophageal adenocarcinoma (EAC) develops in an inflammatory microenvironment with reduced microbial diversity, but mechanisms for these influences remain poorly characterized. We hypothesized that mutations targeting the Toll-like receptor (TLR) pathway could disrupt innate immune signaling and promote a microenvironment that favors tumorigenesis. Through interrogating whole genome sequencing data from 171 EAC patients, we showed that non-synonymous mutations collectively affect the TLR pathway in 25/171 (14.6%, PathScan p = 8.7x10-5) tumors. TLR mutant cases were associated with more proximal tumors and metastatic disease, indicating possible clinical significance of these mutations. Only rare mutations were identified in adjacent Barrett's esophagus samples. We validated our findings in an external EAC dataset with non-synonymous TLR pathway mutations in 33/149 (22.1%, PathScan p = 0.05) tumors, and in other solid tumor types exposed to microbiomes in the COSMIC database (10,318 samples), including uterine endometrioid carcinoma (188/320, 58.8%), cutaneous melanoma (377/988, 38.2%), colorectal adenocarcinoma (402/1519, 26.5%), and stomach adenocarcinoma (151/579, 26.1%). TLR4 was the most frequently mutated gene with eleven mutations in 10/171 (5.8%) of EAC tumors. The TLR4 mutants E439G, S570I, F703C and R787H were confirmed to have impaired reactivity to bacterial lipopolysaccharide with marked reductions in signaling by luciferase reporter assays. Overall, our findings show that TLR pathway genes are recurrently mutated in EAC, and TLR4 mutations have decreased responsiveness to bacterial lipopolysaccharide and may play a role in disease pathogenesis in a subset of patients

Veterinarians’ knowledge and experience of avian influenza and perspectives on control measures in the UK

Background: The scale of the outbreak of highly pathogenic avian influenza (HPAI) in 2021–23 due to the influenza A/H5N1 virus is unprecedented. Methods: An online survey was designed to explore veterinarians’ experiences of and confidence in treating avian species, experiences of dealing with suspected HPAI and perspectives on control measures in the UK. The survey ran between December 2021 and March 2022. Results: Survey responses were received from 26 veterinarians. Although veterinarians are well placed to communicate HPAI-related information and guidance, a lack of confidence around treating birds and dealing with suspected cases of HPAI represent key barriers for non-specialist practices, and this limits opportunities to educate clients. Limitations: This study presents the views of a small group of self-selected respondents and may over-represent veterinarians with existing interests in avian species and/or avian influenza and who engage with online fora. Conclusions: Improved training and resources designed to increase confidence with avian species, along with guidance on diagnosing and reporting notifiable diseases, are needed for first opinion practices. Governing bodies should clarify regulations on treating birds in veterinary practices when HPAI outbreak numbers are high

A peer-led intervention to promote sexual health in secondary schools: the STASH feasibility study

Background: Young people report higher levels of unsafe sex and have higher rates of sexually transmitted infections than any other age group. Schools are well placed to facilitate early intervention, but more effective approaches are required. Peer-led approaches can augment school-based education, but often fail to capitalise on mechanisms of social influence. The potential of using social media in sexual health has not been tested in school settings. Objectives: Finalise the design of the Sexually Transmitted infections And Sexual Health (STASH) intervention; assess the recruitment and retention of peer supporters, and acceptability to participants and stakeholders; assess the fidelity and reach, in addition to the barriers to and facilitators of, implementation; refine programme theory; understand the potential of social media; determine design parameters for a future randomised controlled trial, including economic evaluation; and establish whether or not progression criteria were met. Design: This was a feasibility study comprising intervention development and refinement of the STASH pilot and non-randomised feasibility trial in six schools. Control data were provided by students in the year above the intervention group. Setting: Secondary schools in Scotland. Participants: Students aged 14–16 years, teachers and intervention delivery partners. Interventions: The STASH intervention was adapted from A Stop Smoking In Schools Trial (ASSIST) (an effective peer-led smoking intervention). Based on diffusion of innovation theory, the STASH study involves peer nomination to identify the most influential students, with the aim of recruiting and training 15% of the year group as peer supporters. The peer supporters deliver sexual health messages to friends in their year group via conversations and use of Facebook (www.facebook.com; Facebook, Inc., Menlo Park, CA, USA) to share varied content from a curated set of web-based resources. Peer supporters are given support themselves via follow-up sessions and via trainer membership of Facebook groups. Main outcome measures: The primary outcome was whether or not progression criteria were met in relation to intervention acceptability and feasibility. The study also piloted indicative primary outcomes for a full-scale evaluation. Data sources: Peer supporter questionnaire; observations of activities; interviews with trainers, teachers, peer supporters and students; monitoring log of peer supporter activities (including on Facebook and meeting attendance); questionnaire to control year group (baseline characteristics, social networks, mediators and sexual health outcomes); baseline and follow-up questionnaire (approximately 6 months later) for intervention year group. Results: A total of 104 students were trained as peer supporters (just over half of those nominated for the role by their peers). Role retention was very high (97%). Of 611 students completing the follow-up questionnaire, 58% reported exposure to STASH study activities. Intervention acceptability was high among students and stakeholders. Activities were delivered with good fidelity. The peer supporters were active, representative of their year group and well connected within their social network. Carefully managed social media use by peer supporters augmented conversations. A primary outcome of ‘always safer sex’ was identified, measured as no sex or always condom use for vaginal or anal sex in the last 6 months. The intervention cost £42 per student. Six progression criteria were met. A seventh criterion (regarding uptake of role by peer supporters) was not. Limitations: Small feasibility study that cannot comment on effectiveness. Conclusions: The STASH intervention is feasible and acceptable within the context of Scottish secondary schools. The results support continuation to a full-scale evaluation. Future work: Small-scale improvements to the intervention, refinement to programme theory and funding sought for full-scale evaluation. Trial registration Current Controlled Trials ISRCTN97369178. Funding: This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 8, No. 15. See the NIHR Journals Library website for further project information