Study support essentials: guidance for academies

This guidance supports academies in considering the case for sustaining and extending provision and offers frameworks for self-evaluation. The case studies provide a wealth of ideas to stimulate discussion and inspire fresh approaches to meet the needs of today’s students. Practical recommendations from QiSS (Quality in Study Support and Extended Services) to aid strategic and operational planning are based on many years of research and experience as the national leader in the field

Study support essentials: guidance for school governors

This document is a valuable guide for school governors as it enables them to use the guidance in this document to support their school’s teaching and learning activities outside of the curriculum. It empowers governors to ask leading and challenging questions of their school’s extending learning opportunities strategy. Thereby support the school to raise pupil attainment, attendance and behaviour which all contribute to School Improvement and Performance

Study support essentials: guidance for Ofsted Framework 2012

The well-being of children and young people encompasses, amongst other things, enhanced self-esteem through personal achievement and a confidence in learning behaviours. The Study Support strategy articulated in this document supports professionals in developing an inspirational vision for the children and young people in their care. If this vision is to be realised, professionals need to be both knowledgeable and skillful in utilising pedagogies that engender deep learning. This Study Support strategy will enhance children and young people’s enjoyment, engagement and attainment thereby contributing to the overall performance and improvement agenda in any given school

Management of information security in organizations

Treball Final de Grau en Administració d'Empreses. Codi: AE1049. Curs 2017-201

Volatile profile and consumer acceptability of natural yoghurts elaborated with chilean native cultures of enterococcus sp. strain BB3 and lactobacillus sp. strain BB6

According to WHO, in 2016 around 13% of the world's adult population (11% of men and 15% of women) were obese. The global prevalence of obesity almost tripled between 1975 and 2016. In this context, it is important to note that the continuous increase in life expectancy, the desire for a better quality of life, and the high cost of medical care have led to a growing demand for functional foods in the market. People have started to realize that their food choices and their unhealthy lifestyles have consequences for their health. An important role in this scenario is associated with functional foods containing probiotic strains, reported to benefit human health. Here we report the development of natural yogurts based on native probiotic starter cultures of Enterococcus sp. strain BB3 (MK681869) and Lactobacillus sp. strain BB6 (MK681868), isolated from raw cow milk of La Araucanía region of Chile. The odor and taste were the main parameters criticized by the consumer, the analysis of CG-MS elucidated that the yogurt produced by the strain Enterococcus sp. strain BB3 (MK681869) produced a higher amount of heptan-2-one, associated with a cheesy type odor, with less acceptance by the consumers. The acceptability of 6 types of yogurt was evaluated with a randomized analysis of 60 participants. The development of a functional dairy product based on probiotics is of interest because of its relation with positive changes in gut microbiota, and at the same time with a possible decrease in body weight

Analysing functional implications of differences in left ventricular morphology using statistical shape modelling

Functional implications of left ventricular (LV) morphological characterization in congenital heart disease are not widely explored. This study qualitatively and quantitatively assessed LV shape associations with a) LV function and b) thoracic aortic morphology in patients with aortic coarctation (CoA) with/without bicuspid aortic valve (BAV), and healthy controls. A statistical shape modelling framework was employed to analyse three-dimensional (3D) LV shapes from cardiac magnetic resonance (CMR) data in isolated CoA (n = 25), CoA + BAV (n = 30), isolated BAV (n = 30), and healthy controls (n = 25). Average 3D templates and deformations were computed. Correlations between shape data and CMR-derived morphometric parameters (i.e., sphericity, conicity) or global and apical strain values were assessed to elucidate possible functional implications. The relationship between LV shape features and arch architecture was also explored. The LV template was shorter and more spherical in CoA patients. Sphericity was overall associated with global and apical radial (p = 0.001, R(2) = 0.09; p < 0.0001, R(2) = 0.17) and circumferential strain (p = 0.001, R(2) = 0.10; p = 0.04, R(2) = 0.04), irrespective of the presence of aortic stenosis and/or regurgitation and controlling for age and hypertension status. LV strain was not associated with arch architecture. Differences in LV morphology were observed between CoA and BAV patients. Increasing LV sphericity was associated with reduced strain, independent of aortic arch architecture and functional aortic valve disease

The feasibility of psychomotor therapy in acute mental health services for adults with intellectual disability

Background. Psychomotor therapy enables people to reflect on the relationship between experiences and feelings by starting from awareness of bodily responses rather than from awareness of emotion. In this study we examine PsyMot (ID), an assessment that directs this psychological therapy. Method. Twelve suitable consecutive admissions were recruited from a specialist intellectual disability (ID) assessment and treatment unit for adults. Video-recordings of PsyMot (ID) allowed assessment of interrater reliability (IRR). Treatment goals indicated by PsyMot (ID) were addressed using psychomotor therapy as part of a comprehensive program of interventions. Results. Psychomotor therapy was both feasible and popular with patients who participated without any adverse effects. Nine patients completed PsyMot (ID). IRR of the treatment goals identified by all 3 raters was good to excellent in 81% cases, but there were discrepancies for individual items. Conclusions. PsyMot (ID) and psychomotor therapy is feasible within this context, and enriched the clinical team's formulation. Further studies of reliability and efficacy should be undertaken

Emerging issues and current trends in assistive technology use 2007-1010: practising, assisting and enabling learning for all

Following an earlier review in 2007, a further review of the academic literature relating to the uses of assistive technology (AT) by children and young people was completed, covering the period 2007-2011. As in the earlier review, a tripartite taxonomy: technology uses to train or practise, technology uses to assist learning and technology uses to enable learning, was used in order to structure the findings. The key markers for research in this field and during these three years were user involvement, AT on mobile mainstream devices, the visibility of AT, technology for interaction and collaboration, new and developing interfaces and inclusive design principles. The paper concludes by locating these developments within the broader framework of the Digital Divide

Examining engagement and achievement in learners with individual needs through robotic-based teaching sessions

Research suggests that robotics can provide an engaging learning experience for learners with special educational needs. However, further work is required to explore the impact of robots within the classroom, particularly for learners with intellectual disabilities (ID). This paper seeks to further explore the potential effects of robots on such learners through examining engagement and goal achievement within teaching sessions. Eleven participants with ID were recruited from two countries to take part in the study using an ABAB design where the participants acted as their own controls. An appropriate learning goal for each participant was selected by the teacher and equivalent control sessions designed seeking to achieve the same learning goal but without the robot. Engagement, using eye‐gaze, learning goal achievement with and without help and goals not achieved provided the outcome measures from the sessions. This study found no significant difference between the robot and the control sessions for any of the outcome measures utilized suggesting robots are as effective as teaching tools as traditional methods. Through an increased sample size and a rigorously applied experimental protocol, this study provides new data and methodological considerations for further work based on the techniques applied in this study