Will “opt out” implementation save more lives; view of the South Asians’ in the UK

Organ transplantation is the gold standard treatment of choice for many patients with organ failure and has undoubtedly improved both the quality and longevity of life for the majority of patients. The success of human organ transplantation relies on the willingness of the public to donate their organs, either during their lifetime or after death. In the United Kingdom (UK), transplantation is limited by a shortage of donated organs, especially in the South Asian community. This leads to a disproportionate number of Asians waiting for transplants longer than the average waiting time, as often, most suitable matches are found between people of the same ethnic group. This disparity costs lives, and many who are waiting count down their days on the list and lead an agonizing life due to the scarcity of matching organ donors. This article is derived from a two phased study that sought to explore possible methods to increase the number of registered organ donors and cadaver organ retrieval in the South Asian community in the North West of England. A total of 907 participants completed the questionnaire and 10 semi structured interviews with individuals who declined to join the organ donor register were undertaken to understand the in-depth details of their negative attitude towards organ donation. This paper reflects on one of the focus areas of the study - the views of South Asians on the implementation of an opt-out system in the UK and to understand if the community will challenge or support such a donor recruitment method. This study was funded by the British Renal Society and supported by the Central Manchester Foundation Trust, University of Salford and National Health Service Blood and Transplant (NHSBT). Keywords: South Asian, Knowledge, Survey, Organ donation, Opt out, Opt in, Religio

Reducing uncertainty in small-catchment flood peak estimation

Every year in the UK, many flood risk assessments are carried out on small catchments, typically draining areas of less than 25 km2. Standard hydrological practice in all UK catchments is to apply the methods presented in the Flood Estimation Handbook (FEH) and its subsequent updates. FEH methods are practical, relatively easy to apply and based on extensive statistical analyses. However, uncertainties can be large, especially in atypical catchments, and small catchments can present unique challenges in terms of heavy urbanisation and rapid flood responses. Compared to larger catchments, small catchment flood data are limited. In this study, we use a dataset of annual maxima and digital catchment descriptors at 205 small catchments to benchmark the QMED and Q100 estimation performance of current UK flood estimation methods: the FEH statistical method, ReFH2 and MacDonald and Fraser’s method, in rural and urbanised catchments separately. All methods perform similarly in rural catchments overall, although MacDonald and Fraser’s method underestimates QMED in urbanised catchments. The methods show a larger factorial standard error against this small catchment dataset than they do against typical datasets of mixed-size catchments. Further work will evaluate the performance of ReFH2 in combination with the latest FEH13 rainfall model

The Pump Song

Turquoise and Orange cartoon of adults on water pump and photograph of Oreste and his Queensland Orchestrahttps://scholarsjunction.msstate.edu/cht-sheet-music/13501/thumbnail.jp

PUTTING THE PASS IN CLASS: IN-CLASS PEER MENTORING ON CAMPUS AND ONLINE

We analyse the introduction of peer mentors into classrooms to understand how in-class mentoring supports students’ learning in first-year courses. Peer mentors are high-achieving students who have completed the same course previously, and are hired and trained by the university to facilitate Peer Assisted Study Sessions (PASS). PASS sessions give students the opportunity to deepen their understanding through revision and active learning and are typically held outside of class time. In contrast, our trial embedded peer mentors into the classes for Professional Scientific Thinking, a large (~250 students) workshop-based course at the University of Newcastle. Analysis of Blackboard analytics, student responses to Brookfield’s Critical Incident Questionnaire and peer mentors’ journals found that during face-to-face workshops, peer mentors role-modelled ideal student behaviour (e.g. asking questions), rather than act as additional teachers. This helped students new to university to better understand how to interact and learn effectively in class. Moving classes online mid-semester reshaped mentors’ roles, including through the technical aspects of their work and their engagement with students – adaptations that were essential for supporting students to also adapt effectively to changed learning circumstances. This study highlights the benefits of embedding student mentors in classrooms, both on campus and online

Putting the PASS in Class: Peer Mentors’ Identities in Science Workshops on Campus and Online

In this paper, we analyse the introduction of peer mentors into timetabled classes to understand how in-class mentoring supports students’ learning. The peer mentors in this study are high-achieving students who previously completed the same course and who were hired and trained to facilitate Peer Assisted Study Sessions (PASS). PASS gives students the opportunity to deepen their understanding through revision and active learning and are typically held outside of class time. In contrast, our trial embedded peer mentors into classes for a large (~250 students) first-year workshop-based course. We employed a participatory action research methodology to facilitate the peer mentors’ co-creation of the research process. Data sources include peer mentors’ journal entries, student cohort data, and a focus group with teaching staff. We found that during face-to-face workshops, peer mentors role-modelled ideal student behaviour (e.g., asking questions) rather than acting as additional teachers, and this helped students to better understand how to interact effectively in class. The identity of embedded peer mentors is neither that of teachers nor of students, and it instead spans aspects of both as described using a three-part schema comprising (i) identity, (ii) associated roles, and (iii) associated practices. As we moved classes online mid-semester in response to the COVID-19 pandemic, mentors’ identities remained stable, but mentors adjusted their associated roles and practices, including through the technical aspects of their engagement with students. This study highlights the benefits of embedding mentors in classrooms on campus and online

A global horizon scan of the future impacts of robotics and autonomous systems on urban ecosystems

Technology is transforming societies worldwide. A major innovation is the emergence of robotics and autonomous systems (RAS), which have the potential to revolutionize cities for both people and nature. Nonetheless, the opportunities and challenges associated with RAS for urban ecosystems have yet to be considered systematically. Here, we report the findings of an online horizon scan involving 170 expert participants from 35 countries. We conclude that RAS are likely to transform land use, transport systems and human–nature interactions. The prioritized opportunities were primarily centred on the deployment of RAS for the monitoring and management of biodiversity and ecosystems. Fewer challenges were prioritized. Those that were emphasized concerns surrounding waste from unrecovered RAS, and the quality and interpretation of RAS-collected data. Although the future impacts of RAS for urban ecosystems are difficult to predict, examining potentially important developments early is essential if we are to avoid detrimental consequences but fully realize the benefits

A global horizon scan of the future impacts of robotics and autonomous systems on urban ecosystems

Technology is transforming societies worldwide. A major innovation is the emergence of robotics and autonomous systems (RAS), which have the potential to revolutionize cities for both people and nature. Nonetheless, the opportunities and challenges associated with RAS for urban ecosystems have yet to be considered systematically. Here, we report the findings of an online horizon scan involving 170 expert participants from 35 countries. We conclude that RAS are likely to transform land use, transport systems and human–nature interactions. The prioritized opportunities were primarily centred on the deployment of RAS for the monitoring and management of biodiversity and ecosystems. Fewer challenges were prioritized. Those that were emphasized concerns surrounding waste from unrecovered RAS, and the quality and interpretation of RAS-collected data. Although the future impacts of RAS for urban ecosystems are difficult to predict, examining potentially important developments early is essential if we are to avoid detrimental consequences but fully realize the benefits