“A Process of Controlled Serendipity”: An Exploratory Study of Historians’ and Digital Historians’ Experiences of Serendipity in Digital Environments

We investigate historians\u27 experiences with serendipity in both physical and digital environments through an online survey. Through a combination of qualitative and quantitative data analyses, our preliminary findings show that many digital historians select a specific digital environment because of the expectation that it may elicit a serendipitous experience. Historians also create heuristic methods of using digital tools to integrate elements of serendipity into their research practice. Four features of digital environments were identified by participants as supporting serendipity: exploration, highlighted triggers, allowed for keyword searching and connected them to other people

Exploring the theories, determinants and policy-options of street vending: a demand-side approach

Street vending has been a common feature of urban centres for several decades, with a relatively high proportion of developing countries’ populations depending on it for employment, income or survival. Taking a supply-side approach, studies have shown that urban planners’ responses to street vending have followed the modernism theory. In this paper, we take a demand-side (buyer-focused) approach to studying street vending, which to date has received little attention from the academic community. Employing data from Lagos state, Nigeria, we report four explanations underpinning the demand-side of street vending: formal economy failures, social/redistributive, financial gains, and multifeature. These are, in turn, explained by individuals’ marital status, level of education, and perception. Our findings highlight the need for urban planners to embrace pragmatic policies in addressing these demand-side drivers of street vending and use of urban space, rather than criminalising its actors

A Historical Investigation into Item Formats of ACS Exams and Their Relationships to Science Practices

The release of the NRC Framework for K-12 Science Education and the Next Generation Science Standards has important implications for classroom teaching and assessment. Of particular interest is the implementation of science practices in the chemistry classroom, and the definitions established by the NRC makes these objectives much more tangible. However, this still may leave some wondering about how to begin making these changes. Mid-twentieth century chemical educators and pioneers of the first ACS exams advocated for testing science thinking and skills as early as the 1930s, and this necessitates a discussion about how early ACS exams measured these attributes. More recent debates have seen arguments that multiple-choice questions cannot measure high levels of cognitive ability in chemistry, which leaves questions about how ACS exams or instructors who write tests for large scale classrooms might try to measure science practices. The possibility that an analysis of the item formats used on ACS exams from 1934 to 1970 would help inform the creation of improved item types in testing today is investigated and presented here.Reprinted (adapted) with permission from J. Chem. Educ., 2015, 92 (11), pp 1798–1806. Copyright 2015 American Chemical Society.</p

National profile of foot orthotic provision in the United Kingdom, part 1 : practitioners and scope of practice.

Foot orthoses have been advocated in the management of a wide range of clinical foot and lower limb problems and are within the scope of podiatry, orthotic and physiotherapy practice. Previous reports into the provision of orthoses have consistently identified significant issues with services and devices, but data were never specific to foot orthoses. The aim of this first of a series of papers was to report the first ever national multi professional profile of foot orthosis provision in the United Kingdom. Quantitative and qualitative data were collected from podiatrists, orthotists and physiotherapists via an online questionnaire. The topics, questions and answers were developed through a series of pilot phases. The professions were targeted through electronic and printed materials. Data were captured over a 10 month period in 2016. A total of 499 responses were included in analysis, including 357 podiatrists, 93 orthotists and 49 physiotherapists. The results reveal wide ranging practices across podiatrists, orthotists and physiotherapists, provision of orthoses through different health care departments (uni and multidisciplinary), for different health conditions (acute and chronic), and involving different types of orthoses (prefabricated and customised). Foot orthoses in the United Kingdom are provided in areas of well recognised health and rehabilitation priorities. A wide range of orthotic devices and practices are employed and different professions provide foot orthoses in different ways

National profile of foot orthotic provision in the United Kingdom, part 2 : podiatrist, orthotist and physiotherapy practices.

Background A national survey recently provided the first description of foot orthotic provision in the United Kingdom. This article aims to profile and compare the foot orthoses practice of podiatrists, orthotists and physiotherapists within the current provision. Method Quantitative data were collected from podiatrists, orthotists and physiotherapists via an online questionnaire. The topics, questions and answers were developed through a series of pilot phases. The professions were targeted through electronic and printed materials advertising the survey. Data were captured over a 10 month period in 2016. Differences between professions were investigated using Chi squared and Fischer’s exact tests, and regression analysis was used to predict the likelihood of each aspect of practice in each of the three professions. Results Responses from 357 podiatrists, 93 orthotists and 49 physiotherapists were included in the analysis. The results reveal statistically significant differences in employment and clinical arrangements, the clinical populations treated, and the nature and volume of foot orthoses caseload. Conclusion Podiatrists, orthotists and physiotherapists provide foot orthoses to important clinical populations in both a prevention and treatment capacity. Their working context, scope of practice and mix of clinical caseload differs significantly, although there are areas of overlap. Addressing variations in practice could align this collective workforce to national allied health policy

A survey of people with foot problems related to rheumatoid arthritis and their educational needs

Background Up to 50% of people with rheumatoid arthritis (RA) have foot symptoms at diagnosis, hence early foot health intervention is recommended and this should include patient education. This study identifies, for the first time, the foot health education (FHE) needs of people with RA. Methods An online survey of people with RA (n = 543) captured quantitative data in relation to the aims, methods of delivery, content, timing and accessibility of FHE. Results The majority concurred about the aims of FHE. Verbal delivery and websites were the most common methods. Written and verbal FHE were perceived to be the most effective methods. The point of diagnosis was the preferred time to receive it. Lack of access to FHE included minimal focus on foot health during consultations by both health practitioners and patients with RA. Participant gender, age, disease duration and living situation had a statistically significant influence on the results. Conclusion Foot health education is rarely considered within the medical consultation. There is a lack of patient and/or health professional awareness of this need with a detrimental impact on foot health. Patients require health professionals to identify their foot education health needs. Tailored foot health education should begin at initial diagnosis

Ready, steady, learn: school readiness and children’s voices in English early childhood settings

Internationally, school readiness is increasingly the rationale for early childhood education and care. This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0-5 years also requires practitioners to listen to children’s voices: discourse indicates dissonance between school readiness and listening to children’s voices so this paper discusses an intrinsic case study that investigated beliefs and practices of 25 practitioners in the English midlands regarding school readiness and listening to children’s voices. In survey responses and semi-structured interviews, practitioners indicated they listen to – and act on – children’s voices but are confused about school readiness; their beliefs and practices align more strongly with social pedagogy than pre-primary schoolification. Findings carry messages for policymakers regarding the need for coherent policy concerning the purpose of early childhood education and care, with practitioner training and a framework aligned fully with that policy. A larger study is indicated

An evidence-based review of creative problem solving tools: a practitioner’s resource

Creative problem solving (CPS) requires solutions to be useful and original. Typically, its operations span problem finding, idea generation and critical evaluation. The benefits of training CPS have been extolled in education, industry and government with evidence showing it can enhance performance. However, while such training schemes work, less is known about the specific tools used. Knowing whether a particular tool works or not would provide practitioners with a valuable resource, leading to more effective training schemes, and a better understanding of the processes involved. A comprehensive review was undertaken examining the empirical support of tools used within CPS. Despite the surprising lack of research focusing on the use and success of specific tools some evidence exists to support the effectiveness of a small set. Such findings present practitioners with a potential resource that could be used in a stand-alone setting or possibly combined to create more effective training programmes

The applicability and transferability of public health research from one setting to another: a survey of maternal health researchers.

BACKGROUND: Little is known about the process of assessing whether research conducted in one setting is applicable (i.e. implementable) and transferable (i.e. as effective) to another, despite its importance for health policy and practice. Applicability/transferability differs from external validity; the former focuses on potential utility in another specific setting, whilst the latter is more general. This study explored perceptions of applicability/transferability among maternal health researchers. METHODS: Published maternal public health researchers in low- or middle-income countries were invited to complete an online questionnaire. They were shown four summaries of maternal public health intervention evaluations and asked which they felt were the most and least applicable/transferable to their own setting and why. RESULTS: 283 valid questionnaires were received (41% response rate). Applicability/transferability decisions frequently depended on the pertinence of the problem addressed by the intervention or the intervention's characteristics. Less common were comparison of the respondents' setting with the study setting, or consideration of the study's effectiveness. CONCLUSIONS: The factors affecting perceptions of applicability/transferability are broader than those associated with external validity. Improving the reporting of intervention characteristics and implementation is particularly important for applicability/transferability assessments and could increase the appropriate use of public health research in policy and practice