Exploring experiences of frontline staff working in the children and young people's secure estate

Across the world, young people are detained in secure accommodation following criminal charge or remand. Young people in these settings can present with high risk, high harm and high vulnerability. The staff that work with them are required to support their emotional needs while enforcing security. Previous research has shown how emotionally challenging this work can be for frontline staff, with high risks of secondary trauma and burnout. This can result in high levels of staff turnover, impacting quality of care. This narrative review aimed to answer the question: what are the experiences of non-clinical staff of working in secure, non-clinical forensic settings for young people? Utilising a systematic literature search, data were analysed from ten qualitative papers. Using thematic synthesis, the following themes were derived: Emotional Involvement of the Job, Importance of Relationships, Navigating Individual Differences and Effectiveness of the Institution. Staff highlighted the unpredictability of the work; the importance of working together for young people; the challenges of navigating differences in staff approach and young people’s characteristics; and the uncertainty of the usefulness of the institution. Results emphasise the complex and often difficult nature of working in the juvenile justice system and the high level of emotional labour required to manage this. This review is one of the first to explore non-clinical staff experience, adding to current understanding of working in these settings and emphasising the complexity of this work. Support in the form of clinical supervision, compassionate leadership and reflective practice are suggested to enable the exploration of the emotional demand and social defences unconsciously implemented to manage these challenges. Future research could explore staff experience across secure accommodation for young people, exploring where there are similarities and differences in staff experience and what support is therefore needed

Lyman-alpha Imaging of a Very Luminous z=2.3 Starburst Galaxy with WFPC2

We investigate a very luminous Lyman-alpha emitting galaxy, associated with a z=2.3 damped absorption system in the spectrum of the QSO PHL 957. The galaxy was observed with the HST WFPC2, through a narrow filter (F410M) corresponding to rest-frame Lyman -alpha, for 41.2 ksec, with shorter exposures in F555W and F814W. The galaxy is resolved into a close (0.35 arcsec) pair of two components, CFgA and CFgB. The profile of CFgA is consistent with an exponential disk, but CFgB is closer to a bulge galaxy. Fr om the observed colours we estimate rest-frame Lyman-alpha equivalent widths of 151 Angstroms for CFgA and 33 for CFgB. From the F814W and F555W magnitudes we estimate rest-frame blue-band absolute magnitudes of -23.12 for CFgA and -23.24 for CFgB, signi ficantly brighter than local galaxies of the same size. CFgA shows a remarkable 3.9 magnitudes of surface brightness enhancement relative to local spirals, and we speculate that this may be the result of a very luminous starburst, triggered by the merger of the two components. The Lyman-alpha emission could be from a brief phase early in the starburst in which most of these photons can escape. We search for other z=2.3 galaxies with strong Lyman-alpha emission, selecting these by a colour F410M-F555W<-0.2. Eight candidate sources, all fainter than CFgA, are identified. One is a point-source and may be an AGN; the others are irregular a nd of low surface brightness, appearing typical of Lyman break galaxies, but with Lyman-alpha equivalent widths near 100 Angstroms.Comment: 17 pages, Latex, 17 figures. Accepted for publication in MNRA

Repurposing learning objects: a sustainable alternative?

Recent experience shows that reusable learning objects, like the computer assisted learning programmes of the early 1990s, have so far failed to achieve expected levels of integration into educational practice. This is despite technical interoperability, cataloguing systems, high quality standards, targeted dissemination and professional development initiatives. Analysis of this problem suggests that conceptualization of the problem may be limiting the scope of solutions. This paper proposes a sustainable and participative approach to reuse that involves repurposing learning objects for different discipline areas. For some time now there has been a growing awareness that even the most accessible resources have failed to be widely adopted by the educational community and as a result have also failed to fulfil their considerable educational potential. (Campbell, 2003, p. 35

Real Time Wake Computations using Lattice Boltzmann Method on Many Integrated Core Processors

This paper puts forward an efficient Lattice Boltzmann method for use as a wake simulator suitable for real-time environments. The method is limited to low speed incompressible flow but is very efficient and can be used to compute flows “on the fly”. In particular, many-core machines allow for the method to be used with the need of very expensive parallel clusters. Results are shown here for flows around cylinders and simple ship shapes

Real Time Wake Computations using Lattice Boltzmann Method on Many Integrated Core Processors

This paper puts forward an efficient Lattice Boltzmann method for use as a wake simulator suitable for real-time environments. The method is limited to low speed incompressible flow but is very efficient and can be used to compute flows “on the fly”. In particular, many-core machines allow for the method to be used with the need of very expensive parallel clusters. Results are shown here for flows around cylinders and simple ship shapes

Distress thermometer (SUDS). modified for use in participatory arts evaluations

Subjective Units of Distress Scale was designed in 1969 by Wolpe. It is frequently used in CBT treatments concerning distress and for research purposes. We have re-designed this scale with just three anchor points on the thermometer, encouraging subjective self-rating. The scale is designed to look non-medical, and to encourage engagement in arts and health settings through simple, sophisticated design and clear instructions which refrain from medical instructions and labelling

Ethical Principles for Reasoning about Value Preferences

To ensure alignment with human interests, AI must consider the preferences of stakeholders, which includes reasoning about values and norms. However, stakeholders may have different preferences, and dilemmas can arise concerning conflicting values or norms. My work applies normative ethical principles to resolve dilemma scenarios in satisfactory ways that promote fairness

The Augmented Learner : The pivotal role of multimedia enhanced learning within a foresight-based learning model designed to accelerate the delivery of higher levels of learner creativity

The central theme for this dissertation lies at the intersection of multisensory technology enhanced learning, the field of foresight and transformative pedagogy and their role in helping to develop greater learner creativity. These skills will be key to meeting the needs of the projected growing role of the creative class within the emerging global workforce structure and the projected growth in R&D and the advancement of human-machine resource management. Over the past two decades, we have traversed from the Industrial Age through the Information Age into what we now call postnormal times, manifested partly in Industry 4.0. It is widely considered that the present education system in countries with developed economies is not optimised for delivering the much-needed creative skills, which are prominent amongst the critical 21st C skills required by the creative class, (also known as creatives), which will be increasingly dominant in terms of near future employability. Consequently, there will be a potential shortfall of creatives unless this issue is rapidly addressed. To ensure that the creative skills I aimed to enhance were relevant and aligned with emerging demands of the changing landscape, I deconstructed the critical dimensions, context, and concept of creativity in postnormal times as well as undertaking in-depth research on the potential future workscape and the future of education and learning, applying a comprehensive foresight approach to the latter using a 2030-2040 horizon. Based upon the outcomes of these studies I designed an experimental integrative learning system that I have applied, researched, and evolved over the past 4 years with over 150 students at PhD and master’s level. The system is aimed at generating higher levels of creative engagement and development through a focus on increased immersion and creativity-inducing approaches. The system, which I call the Living Learning System, is based upon eight integrated elements, supported by course development pillars aimed at optimizing learner future skill competencies and levels of creativity for which I apply severalevaluation techniques and metrics. Accordingly, as the central hypothesis of this dissertation, I argue that by integrating the critical elements of the Living Learning System, such as emerging multisensory technology enhanced learning coupled with optimised transformative and experiential learning approaches, framed within the field of foresight, with its futures focus and decentralised thinking approaches, students increase their ability to be creative. This increased ability is based on the student attaining a richer level of personal ambience through deeper immersion generated through higher incidence of self-direction, constructivism-based blended pedagogy, futures literacy, and a balance of decentralised and systems-based thinking, as well as cognitive and social platforms aimed at optimizing learner creative achievement. This dissertation demonstrates how the application of the combined elements of the Living Learning System, with its futures focus and its ensuing transdisciplinary curricula and courses, can provide a clear path towards significantly increased learner creativity. The findings of the quantitative, questionnaire-based research set out in detail in Chapter 9, together with the performance and creativity evaluation models applied against the selected case studies of student projects substantiate the validity of the hypothesis that the application of the Living Learning System with its futures focus leads to increased creativity in line with the needs of the postnormal era.publishedVersio

Method and apparatus for slicing crystals

The crystal slicing method is described as follows. A crystal is sliced in a plane parallel to flat, opposed parallel end faces of the crystal. The end faces of the crystal are gripped by a pair of opposed, perforated platens of a pair of vacuum chambers, one of which is translatable relative to the other. A blade cuts the crystal through the desired plane. A spring biases one of the vacuum chambers away from the other vacuum chamber while both of the faces are gripped by the vacuum chambers and the blade is cleaving the crystal. A sliced portion of the crystal gripped by one of the vacuum chambers is pulled away from the remainder of the crystal gripped by the second vacuum chamber when the crystal was cleaved by the blade through the plane

Radial distribution of Fe XIV emission in the Cygnus Loop

The one dimensional distribution of Fe 14 emission has been determined along a radius of the Cygnus Loop through the use of a tilting filter photometer. The observed emission extends at least 5 arc minutes outside the optical filaments. A simple Sedov solution model of the temperature and density distribution behind the shock agrees with the observations if the shock front is near the extent of the Fe 14 emission, the shock velocity is from 300 to 250/kms and the density external to the remnant is about 0.7-1.4 cm to three minus 3 power. These parameters are in reasonable agreement with X-ray maps and optical radial velocities