Charges for Services Provided Under S.117 Mental Health Act 1983

R v London Borough of Richmond Upon Thames ex parte Watson, R v Redcar and Cleveland Borough Council ex parte Armstrong, R v Manchester City Council ex parte Stennett, R v London Borough of Harrow ex parte Cobham Court of Appeal (27th July 2000)3 CCLR 27

Compensatory changes in physical activity and sedentary time in children and adolescents with cystic fibrosis

Physical activity (PA) is a key element in Cystic Fibrosis (CF) treatment strategies, yet little is known as to whether activity compensation occurs. This study examined whether PA and/or sedentary time on one day were temporally associated with time spent in these intensities the following day in youth with CF. Time spent sedentary and in different PA intensities were objectively-measured for seven consecutive days in 50 youth (22 boys; 12.0 ± 2.7 years); 25 with mild-to-moderate CF and 25 age- and sex-matched controls. Multilevel analyses (day and child) were conducted using generalised linear latent and mixed models. On any given day, every additional 10 minutes spent in sedentary time or moderate-to-vigorous physical activity (MVPA) were associated with 1.9 (95%CI: −3.6 to −1.2) and 12.4 (95%CI: −22.1 to −2.9) minutes less sedentary time the following day, respectively. These temporal associations were also observed when split by group (3.1 vs. 1.9 minutes for healthy and CF, respectively). These findings indicate that youth do not compensate their PA, irrespective of disease status, between days, but may compensate their sedentary time between days. Experimental studies are warranted to fully elucidate whether compensatory responses to PA and sedentary time occur, which is fundamental for informing PA promotion strategies

Energy Cost of Free-Play Activities in 10- to 11-Year-Old Children

Objective: This study sought to ascertain the energy expenditure (EE) associated with different sedentary and physically active free-play activities in primary school-aged children. Methods: Twenty-eight children (13 boys; 11.4±0.3 years; 1.45±0.09 m; 20.0±4.7 kg∙m-2) from one primary school in Northwest England engaged in six activities representative of children’s play for 10 minutes (drawing, watching a DVD, playground games and free-choice) and 5 minutes (self-paced walking and jogging), with 5 minutes rest between each activity. Gas exchange variables were measured throughout. Resting energy expenditure was measured during 15 minutes of supine rest. Results: Child (Schofield-predicted) MET values for watching a DVD, self-paced jogging and playing reaction ball were significantly higher for girls (p<0.05). Conclusion: Utilising a field-based protocol to examine children’s free-living behaviours, these data contribute to the scarcity of information concerning children’s EE during play to update the Compendium of Energy Expenditures for Youth

Public Engagement with Research and Scholarship Evaluation Framework 2023-2028

In 2018, we, the School of Life Sciences Public Engagement team, worked with Evaluation Support Scotland to create an evaluation strategy aligned to our then recently developed Public Engagement with Research Strategy. The result was ‘OurEvaluation Story’ - an evaluation framework .Over the past 5 years, we used the framework to evaluate public engagement work. Starting in 2018, we produced an annual report to look in detail at what we were doing and if it helped the School of Life Sciences community achieve our ‘indicators of success’. Five years on, we have a strong collection of evidence to show how we have achieved some of our aims and objectives and where more work is needed.We revisited the evaluation strategy, with three key questions in mind:• What changes need to be made following its use and review?• Do the outcomes reflect the revised Public Engagement with Research and Scholarship Strategy?• Is the evaluation strategy the best it can be to help measure the impact of the Public Engagement with Research and Scholarship Strategy?This document contains our new evaluation framework and recording forms

Using An Evaluation Framework to Direct Public Engagement Work:2017-2022 with Case Studies

We are the School of Life Sciences Public Engagement team. This team encompasses the Schools Outreach Organiser and Public Engagement and Communications Officer as well as the WCAIR Public Engagement Manager and Public Engagement Officer and the Academic Lead. We provide support for the staff and students within the School of Life Sciences in engaging with the public, including training, resource development, administrative support, and specialist expertise. We have staff and student development, and social purpose at the heart of all that we do.In 2017 we defined four main aims as part of our new Public Engagement with Research Strategy:→ Build on our creative partnerships to deliver a high-quality, innovative engagement programme. This will inspire participation in and understanding of our research, making science relevant for everyone.→ Engage a diverse range of people with our research.→ Consult with our local communities to widen our reach and meet their needs.→ Promote and support a culture of active participation in public engagement within our life sciences community.In 2018, we worked with Evaluation Support Scotland to set up our evaluation framework. Some of the evaluation outcomes, and their associated indicators, were set to evidence the good work we were already doing. Some were set to drive us to improve our practice.Over the past five years, we have used the framework to monitor our work. Each annual reflection gave us confidence in some areas but also pushed us to re-examine some of our long-standing practices and assumptions and refine the framework to meet changing needs.Here we showcase how we used the evaluation framework to guide our work and in doing so, provide a flavour of the public engagement activities the School of Life Sciences undertakes. We demonstrate how we knew if we were being successful, where we had more work to do, and where we were unrealistic with our expectations