Inspiring future endocrinologists with a taste of SfE BES

What would it have been like for you to experience your first Society for Endocrinology BES conference even before you finished school, when you were still embarking on your first steps towards a scientific or medical career

Where next after 'biggest and best'? Public engagement with schools

Last November, the Society for Endocrinology held what was described as its ‘biggest and best’ public engagement event for schools

The effects of Energised Greens™ upon blood acid-base balance during resting conditions

<p>Abstract</p> <p>Background</p> <p>The consumption of fresh fruit & vegetable in concentrate form (FVC) have recently become an alternative approach to combating excessive renal acid loads often associated with <it>Western Diets</it>. Additionally, these FVC's have been purported to induce metabolic alkalosis, which perhaps may enhance the blood buffering capacity of an individual. Therefore, the aim of this preliminary study was to profile the acid-base response after ingestion of an acute dose of fruit and vegetable extract (Energised Greens™ (EG), Nottingham, UK) and compare it to a standard, low dose (0.1 g·kg^-1) of sodium bicarbonate (NaHCO₃).</p> <p>Findings</p> <p>As part of a randomized, cross over design participants consumed 750 mL of water with either 9 g of EG (manufacturer recommendations), 0.1 g·kg^-1of NaHCO₃or a placebo (plain flour) in opaque encapsulated pills following an overnight fast. Capillary samples were obtained and analyzed every 15 min for a period of 120 min following ingestion. Significant interactions (p < 0.01), main effects for condition (p < 0.001) and time (p < 0.001) were evident for all acid-base variables (pH, HCO_3^-, BE). Interactions indicated significant elevation in blood alkalosis for only the NaHCO₃condition when compared to both placebo and EG from 15 to 120 minutes.</p> <p>Conclusions</p> <p>Despite previous findings of elevated blood pH following acute mineral supplementation, manufacturer recommended doses of EG do not induce any significant changes in acid-base regulation in resting males.</p

Does group assessment impact BME attainment?

Assessment of student learning is fundamental in Higher Education (HE) reflecting academic standards and impacting on student satisfaction, position in league tables and graduate employment. Nonetheless, there is a BME (Black and Minority Ethnic) attainment gap, the difference in the proportion of BME and White students who attain a first class or 2.1 honours degree (even when controlled for prior attainment and entry profile), which is persistent across the HE sector. As assessment strategies play an essential role in determining degree attainment, we have reviewed the role of group assessment and whether this form of assessment specifically impacts on the BME attainment gap. Overall, this study provided evidence that assessed group work does not adversely impact BME students. In addition, the performance in BME/non-BME/mixed groups did not suggest any consistent difference, suggesting that the demographic composition of groups does not affect BME performance. Therefore, group work would appear to be an inclusive form of assessment that does not appear to lead or contribute to exacerbating the BME attainment gap

Understanding the nature of Project Management Capacity in Sri Lankan Non-Governmental Organizations (NGOs): A Resource Based Perspective

Abstract Project Management (PM) capacity can be defined as PM resources and capabilities that are supporting for effective project operations. Using the Resource Based Perspective, the paper aims to explore the nature of PM capacity in NGOs and develops a framework for PM capacity in NGOs. A case study approach and qualitative methods have been applied for this study. For this study, the literature on PM resources and Organizational capacity was reviewed and a theoretical framework was created. This theoretical framework was then explored using four case studies conducted at Local and International NGOs in Sri Lanka. The study identified three levels of PM Capacity: Team PM Capacity, Organizational PM Capacity and Collaborative Social PM Capacity, a Capacity that has not yet been identified in the literature which supports adaptation to the complex, uncertain environments in which some NGOs operat

Defining high-quality teaching : perceptions of students and academics

Higher education is increasingly driven by a thirst for metrics as the sector decides on those most appropriate for defining and measuring the quality of teaching (Bamber, 2020). This is further set against the backdrop of creating successful and equitable graduate outcomes for all students (HEFCE, 2018), the widening participation agenda (Thomas, 2020) and the teaching excellence framework (TEF, 2017). However, there can be issues and variations with using metrics as a measure of teaching excellence including in their definition and interpretation. Defining excellence remains a challenge, as highlighted by the plethora of academic definitions found in the literature (reviewed in Greatbatch and Holland, 2016). Nonetheless, most definitions remain from an academics’ perspective and there is a continuing paucity of information to show how these compare and align directly with those perceived by students (Strang et al., 2016). Overall, there does need to be greater understanding of how what is being measured is perceived by different groups − students, academics, and other stakeholders − to bring closer alignment in expectations. The introduction of tuition fees and concomitant removal of public funding has focused attention on the competitive nature of teaching excellence (Gourlay and Stevenson, 2017) and shifted more onus on students determining what high-quality teaching looks like (BIS, 2011). Mechanisms such as the Teaching Quality Assessment (TQA) and the Quality Assurance Agency’s (QAA) Subject Review, used to determine teaching excellence scores, have been replaced by greater student evaluation. Surveys such as the National Student Survey (NSS) are nowadays used, where these scores feed into the more recently formulated Teaching Excellence and Student Outcomes Framework (TEF, 2017). Nonetheless, the NSS is far from a perfect quality metric (DfE, 2021) being used as a proxy (that provides correlation but not a direct measure/ understanding) of teaching quality at the end of students’ courses (Pearce, 2019). Subsequently, the UK government is reviewing the NSS along with the future direction of TEF (DfE, 2021) with the expectation there will be even greater emphasis on student feedback through redeveloped surveys and more robust student contributions to the TEF (Pearce, 2019; DfE, 2021). Therefore, with the growing focus on student perceptions of teaching excellence, we set out to explore and compare perceptions of what high-quality teaching means between different groups of academics and students

Understanding the different challenges facing students in transitioning to university particularly with a focus on ethnicity

A positive and successful transition into University is crucial if students are to stay the course in higher education and experience successful outcomes. However, challenges exist in ensuring a connected transition from secondary and further education to higher education that is inclusive and supports the diversity in our current undergraduate student body. We set out to explore the diverse experiences that first year students report about their recent transition to a post-1992 University. We were particularly interested in how these experiences and challenges differed by ethnicity. This is incredibly important given the disparity, recognised in the sector, in the attainment of Black and Minority Ethnic (BME) students compared to their White counterparts and particularly pertinent that this trend reverses attainment patterns in secondary education. This paper summarises some of our key findings in determining the challenges facing students from different backgrounds in their transition to university. It argues that Universities will have to change their transition and wider offer to ensure that diverse students feel welcomed and develop a sense belonging in Higher Education in order for them to achieve successful outcomes