Efficient data representation for XML in peer-based systems

Purpose - New directions in the provision of end-user computing experiences mean that the best way to share data between small mobile computing devices needs to be determined. Partitioning large structures so that they can be shared efficiently provides a basis for data-intensive applications on such platforms. The partitioned structure can be compressed using dictionary-based approaches and then directly queried without firstly decompressing the whole structure. Design/methodology/approach - The paper describes an architecture for partitioning XML into structural and dictionary elements and the subsequent manipulation of the dictionary elements to make the best use of available space. Findings - The results indicate that considerable savings are available by removing duplicate dictionaries. The paper also identifies the most effective strategy for defining dictionary scope. Research limitations/implications - This evaluation is based on a range of benchmark XML structures and the approach to minimising dictionary size shows benefit in the majority of these. Where structures are small and regular, the benefits of efficient dictionary representation are lost. The authors' future research now focuses on heuristics for further partitioning of structural elements. Practical implications - Mobile applications that need access to large data collections will benefit from the findings of this research. Traditional client/server architectures are not suited to dealing with high volume demands from a multitude of small mobile devices. Peer data sharing provides a more scalable solution and the experiments that the paper describes demonstrate the most effective way of sharing data in this context. Social implications - Many services are available via smartphone devices but users are wary of exploiting the full potential because of the need to conserve battery power. The approach mitigates this challenge and consequently expands the potential for users to benefit from mobile information systems. This will have impact in areas such as advertising, entertainment and education but will depend on the acceptability of file sharing being extended from the desktop to the mobile environment. Originality/value - The original work characterises the most effective way of sharing large data sets between small mobile devices. This will save battery power on devices such as smartphones, thus providing benefits to users of such devices

Temporal trend in the transfer of Sellafield-derived 14C into different size fractions of the carbonate component of NE Irish Sea sediment

From 1994 onwards, 14C discharges from the Sellafield nuclear fuel reprocessing plant have been made largely to the Northeast Irish Sea. They represent the largest contributor to UK and European populations of the collective dose commitment derived from the entire nuclear industry discharges. Consequently, it is important to understand the long-term fate of 14C in the marine environment. Research undertaken in 2000 suggested that the carbonate component of Northeast Irish Sea sediments would increase in 14C activity as mollusc shells, which have become enriched in Sellafield-derived 14C, are broken down by physical processes including wave action and incorporated into intertidal and sub-tidal sediments. The current study, undertaken in 2011, tested this hypothesis. The results demonstrate significant increases in 14C enrichments found in whole mussel shells compared to those measured in 2000. Additionally, in 2000, there was an enrichment above ambient background within only the largest size fraction (>500 μm) of the intertidal inorganic sediment at Nethertown and Flimby (north of Sellafield). In comparison, the present study has demonstrated 14C enrichments above ambient background in most size fractions at sites up to 40 km north of Sellafield, confirming the hypothesis set out more than a decade ago

Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis

The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middle-income countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed

Evidence and gap map of studies assessing the effectiveness of interventions for people with disabilities in low‐and middle‐income countries

Background: There are approximately 1 billion people in the world with some form of disability. This corresponds to approximately 15% of the world's population (World Report on Disability, 2011). The majority of people with disabilities (80%) live in low- and middle-income countries (LMICs), where disability has been shown to disproportionately affect the most disadvantaged sector of the population. Decision makers need to know what works, and what does not, to best invest limited resources aimed at improving the well-being of people with disabilities in LMICs. Systematic reviews and impact evaluations help answer this question. Improving the availability of existing evidence will help stakeholders to draw on current knowledge and to understand where new research investments can guide decision-making on appropriate use of resources. Evidence and gap maps (EGMs) contribute by showing what evidence there is, and supporting the prioritization of global evidence synthesis needs and primary data collection. Objectives: The aim of this EGM is to identify, map and describe existing evidence of effectiveness studies and highlight gaps in evidence base for people with disabilities in LMICs. The map helps identify priority evidence gaps for systematic reviews and impact evaluations. Methods: The EGM included impact evaluation and systematic reviews assessing the effect of interventions for people with disabilities and their families/carers. These interventions were categorized across the five components of community-based rehabilitation matrix; health, education, livelihood, social and empowerment. Included studies looked at outcomes such as, health, education, livelihoods, social inclusion and empowerment, and were published for LMICs from 2000 onwards until January 2018. The searches were conducted between February and March 2018. The EGM is presented as a matrix in which the rows are intervention categories (e.g., health) and subcategories (e.g., rehabilitation) and the column outcome domains (e.g., health) and subdomains (e.g., immunization). Each cell lists the studies for that intervention for those outcomes, with links to the available studies. Included studies were therefore mapped according to intervention and outcomes assessed and additional filters as region, population and study design were also coded. Critical appraisal of included systematic review was done using A Measurement Tool to Assess Systematic Reviews’ rating scale. We also quality-rated the impact evaluation using a quality assessment tool based on various approaches to risk of bias assessment. Results: The map includes 166 studies, of which 59 are systematic reviews and 107 impact evaluation. The included impact evaluation are predominantly quasiexperimental studies (47%). The numbers of studies published each year have increased steadily from the year 2000, with the largest number published in 2017.The studies are unevenly distributed across intervention areas. Health is the most heavily populated area of the map. A total of 118 studies of the 166 studies concern health interventions. Education is next most heavily populated with 40 studies in the education intervention/outcome sector. There are relatively few studies for livelihoods and social, and virtually none for empowerment. The most frequent outcome measures are health-related, including mental health and cognitive development (n = 93), rehabilitation (n = 32), mortality and morbidity (n = 23) and health check-up (n = 15). Very few studies measured access to assistive devices, nutrition and immunization. Over half (n = 49) the impact evaluation come from upper-middle income countries. There are also geographic gaps, most notably for low income countries (n = 9) and lower-middle income countries (n = 34). There is a fair amount of evidence from South Asia (n = 73) and Sub-Saharan Africa (n = 51). There is a significant gap with respect to study quality, especially with respect to impact evaluation. There appears to be a gap between the framing of the research, which is mostly within the medical model and not using the social model of disability. Conclusion: Investing in interventions to improve well-being of people with disabilities will be critical to achieving the 2030 agenda for sustainable development goals. The EGM summarized here provides a starting point for researchers, decision makers and programme managers to access the available research evidence on the effectiveness of interventions for people with disabilities in LMICs in order to guide policy and programme activity, and encourage a more strategic, policy-oriented approach to setting the future research agenda

Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

Increasing the number of students who study mathematics once it is no longer compulsory remains a priority for England. A longitudinal cohort from England (1085 students) was surveyed at Years 10 and 12. Students' self-beliefs of ability influenced their GCSE mathematics grades and their intended and actual mathematics subject-choices; the degree of under-confidence or over-confidence related to these self-beliefs was also influential. Additional factors that significantly influenced students' intentions at Year 10 to study mathematics in Year 12 were the advice or pressure to do so, the extrinsic motivation associated with mathematics, their gender and the emotional response associated with doing mathematics. These same factors were also significant influences on students' intentions at Year 12 to study mathematics at university, with the addition of their intrinsic motivation associated with mathematics. Although gender was not a significant influence on GCSE mathematics grades or whether students actually studied A-Level mathematics, boys were associated with higher intentions to study mathematics into Year 12, 13 and university. Additionally, girls were generally more under-confident than boys in their self-beliefs