You Wouldn’t Sober, You Shouldn’t Drunk: A Behavioural Change Approach to Changing Attitudes and Responses to Unwanted Sexual Attention in Pubs and Clubs

Aims The objective was to evaluate a campaign designed to influence social norms and re-establish boundaries around the issue of unwanted sexual attention in pubs and clubs. In particular, the campaign aimed to raise awareness, and reduce the acceptability, of unwanted sexual attention when drunk. Methods A before-after-with-control group study design was used to evaluate campaign effectiveness. The data was further segmented to explore gender differences and between individuals who reported enjoying going out to get drunk and those who did not. Results The experimental group with campaign recall demonstrated a significant change in their attitudes to harmful drinking behaviours and unwanted sexual attention compared to the control group. A number of gender differences as well as drink-enjoyment-related differences pre- and post-campaign were observed. Female respondents who were able to recall the campaign demonstrated a significantly lower tolerance of unwanted sexual attention than those who were unable to recall it in either the experimental or control regions. The campaign had limited impact on people who enjoy drunken night outs (DNOs). However, those who do not enjoy DNOs demonstrated significantly higher negative attitudes towards harmful drinking post-campaign recall. Conclusion The campaign was effective in shifting attitudes towards unwanted sexual attention and harmful drinking behaviour. This was particularly observed among female respondents and those who do not enjoy DNOs. Short summary Drinkaware’s ‘You Wouldn’t Sober, You Shouldn’t Drunk’ behavioural change campaign targets young adults living in North-West England participating in ‘drunken nights out’. The experimental group with campaign recall demonstrated a significant change in their attitudes to harmful drinking behaviours and unwanted sexual attention compared to the control group

Evaluation of prisoner learning: Initial impacts and delivery

The aim of the research was a process and impact evaluation of prisoner education. Looking specifically at the impacts on post-release reoffending, employment, benefit dependency and learning outcomes amongst Offender Learning and Skills Service learners in phases 3 and 4 (OLASS3 and OLASS4), as well as changes made to service delivery under OLASS4 (which started in August 2012)

But a walking shadow: designing, performing and learning on the virtual stage

Representing elements of reality within a medium, or taking aspects from one medium and placing them in another is an act of remediation. The process of this act, however, is largely taken for granted. Despite the fact that available information enables a qualitative assessment of the history of multimedia and their influences on different fields of knowledge, there are still some areas that require more focused research attention. For example, the relationship between media evolution and new developments in scenographic practice is currently under investigation. This article explores the issue of immediacy as a condition of modern theatre in the context of digital reality. It discusses the opportunities and challenges that recent technologies present to contemporary practitioners and theatre design educators, creating a lot of scope to break with conventions. Here, we present two case studies that look into technology-mediated learning about scenography through the employment of novel computer visualization techniques. The first case study is concerned with new ways of researching and learning about theatre through creative exploration of design artefacts. The second case study investigates the role of the Immersive Virtual World Second Life™ (SL) in effective teaching of scenography, and in creating and experiencing theatrical performances

Learning outcomes in online citizen science communities designed for inquiry

The purpose of most citizen science projects is engaging citizens in providing data to scientists, not supporting citizen learning about science. Any citizen learning that does occur in most projects is normally a by-product of the project rather than a stated aim. This study examines learning outcomes of citizens participating in online citizen science communities purposely designed for inquiry learning. The ‘Citizen inquiry’ approach adopted in this study prioritises and scaffolds learning and engages people in all stages of the scientific process by involving them in inquiry-based learning while participating in citizen science activities. The exploratory research involved an intervention with two design studies of adult volunteer participants engaging in citizen-led inquiries, employing a mixed-methods approach. The findings indicated that, in both design studies, participants engaged in an inquiry process, and practised inquiry skills alongside other kinds of knowledge and skills not directly related to science. Differences between the outcomes of each study highlighted the importance of the design on learning impact. In particular, participant understanding of research processes and methods, and developing more experimental studies were more evident with the support of a dynamic representation of the inquiry process. Furthermore, in the second study, which was hosted in a more engaging and interactive learning environment, participants perceived science as fun, were involved in inquiry discussions, and showed progress in scientific vocabulary. The paper concludes with some considerations for science educators and citizen science facilitators to enhance the learning outcomes of citizen inquiry and similar online communities for science inquiries

The Impact of Immersive Outdoor Activities in Local Woodlands on Young Carers Emotional Literacy and Well-Being

Children’s well-being is linked to a complex web of factors including the child’s personality, inherent protective mechanisms, family relationships, social capital, and economic status. Young carers are particularly at risk from poor mental health outcomes and low well-being. In this study the impact of immersive activities in nature on the well-being of 8 young carers (3 girls and 5 boys; aged 9–13 years) was explored. The immersive woodland activities included practical skills such as fire making, cooking, and using tools as well as team building and activities to help build trust. A mixed method, pre-test/post-test approach was undertaken using Emotional Literacy Checklists and interviews, poems and discussion. There were measurable improvements—specifically in motivation and self-awareness—in the young carers’ emotional literacy as reported by the parents and teachers. The well-being indicators that were referenced most frequently by parents and teachers related to the children’s social relationships and their development as individuals. The children reported changes related to social, physical, and “natural connection” well-being

Patients' use and views of real-time feedback technology in general practice.

BACKGROUND: There is growing interest in real-time feedback (RTF), which involves collecting and summarizing information about patient experience at the point of care with the aim of informing service improvement. OBJECTIVE: To investigate the feasibility and acceptability of RTF in UK general practice. DESIGN: Exploratory randomized trial. SETTING/PARTICIPANTS: Ten general practices in south-west England and Cambridgeshire. All patients attending surgeries were eligible to provide RTF. INTERVENTION: Touch screens were installed in waiting areas for 12 weeks with practice staff responsible for encouraging patients to provide RTF. All practices received fortnightly feedback summaries. Four teams attended a facilitated reflection session. OUTCOMES: RTF 'response rates' among consulting patients were estimated, and the representativeness of touch screen users were assessed. The frequency of staff-patient interactions about RTF (direct observation) and patient views of RTF (exit survey) were summarized. Associated costs were collated. RESULTS: About 2.5% consulting patients provided RTF (range 0.7-8.0% across practices), representing a mean of 194 responses per practice. Patients aged above 65 were under-represented among touch screen users. Receptionists rarely encouraged RTF but, when this did occur, 60% patients participated. Patients were largely positive about RTF but identified some barriers. Costs per practice for the twelve-week period ranged from £1125 (unfacilitated team-level feedback) to £1887 (facilitated team ± practitioner-level feedback). The main cost was the provision of touch screens. CONCLUSIONS: Response rates for RTF were lower than those of other survey modes, although the numbers of patients providing feedback to each practice were comparable to those achieved in the English national GP patient survey. More patients might engage with RTF if the opportunity were consistently highlighted to them.National Institute for Health Research (NIHR) Programme. Grant Number: RP‐PG‐0608‐10050This is the author accepted manuscript. It is currently under an indefinite embargo pending publication by Wiley