The (unintended) benefits of green exercise

The purpose of the article is to demonstrate and explain some of the indirect consequences of “green exercise”. Members of the public may participate in green exercise programmes for in order to improve their health and most often to lose weight, but also see additional positive changes in their understanding of the natural world and their appreciation of nature. As Pretty et al. (2005) have argued, the arguments in support of environmental conservation frequently boil down to economic or ethical reasons. The emotional benefits of the environment are rarely mentioned except in the research literature on green exercise, and Pretty et al. are notable contributors to this body of work. However, there is general recognition that, in its simplest form, the natural environment makes most people feel good. There is a link between the quality of neighbourhood environments and wellbeing, for example (Barton et al., 2009). This knowledge is not new, but the direct link is rarely researched

The use of GIS in establishing a trail inventory and trail-monitoring sustainability indicators

The use of Geographical Information Systems is explored, in the context of monitoring long-distance walking trails in Ireland, and in the creation of an inventory of trail facilities. The use of simple indicators to monitor trail condition is also investigated. This study focuses on two contrasting Waymarked Ways: the Burren Way and the East Munster Way. The paper therefore seeks to explore the creation and maintenance of the GIS database, and the use of indicators to monitor environmental conditions. The environmental quality of trails is of interest to both the user and the manager of the route. It affects the user in terms of their experience of the trail and the region. The route manager is, effectively, concerned with improving or maintaining the environmental quality of the route for users. The study will include: (a) Factors affecting the user when on the trail – erosion, litter, scenery/ views, etc (b) Connectivity and access. The checklist indicators and results, and the use of GIS will be evaluated. Significant results include a concentration of poor results around parking places on the East Munster Way. Many of the survey points where scores were poor, fell within a 2km radius of parking facilities. The same, however, was not true of the Burren Way

An investigation of a GIS-based methodology for the sustainable, participative management of walking routes in Ireland

This thesis has identified and tested a methodology for the sustainable planning, development, auditing and routing of Waymarked Ways (walking routes). In testing and comparing the methodology on two routes in Ireland, a range of results have been gathered. Findings suggest that the approach is appropriate and effective in managing waling routes in the context of the study and in including community participation in the management process. Two study sites with different landscapes and infrastructures and varying levels of attractiveness for walking were used during research, and they were found to be quite different in their route management procedures. The methodology employed landscape character assessments, CORINE land cover data and checklist surveys to investigate the landscape and physical conditions of the routes studied. Counts were conducted of route users, and user questionnaire surveys were conducted. Interviews with local stakeholders and focus group sessions using the GIS were conducted to assess local opinions and draw on local knowledge of the area and the walking route. The participative techniques tested for the research are offered as a means of improving route management at the local level, for improving communication between local and central management bodies and for exchanging information among all interested parties. The research recognised that community involvement is essential if walking routes are to be sustainable, and the relative lack of success and popularity of routes is believed to be influenced by a lack of interest at a local level, by the image of the area, as promoted to advertising and the media and by the landscapes that the routes pass through. Where possible, all data was stored and analysed in GIS. Main data sources were the Ordnance Survey Ireland discovery series maps, landscape character assessments, CORINE land cover layers, inventories of facilities, environmental and planning designations from the local authorities and from the heritage service and data acquired from focus group sessions, questionnaires and interviews

Non-technical skills learning in healthcare through simulation education: Integrating the SECTORS learning model and Complexity theory

Background: Recent works have reported the SECTORS model for non-technical skills learning in healthcare. The TINSELS programme applied this model, together with complexity theory, to guide the design and piloting of a non-technical skills based simulation training programme in the context of medicines safety. Methods: The SECTORS model defined learning outcomes. Complexity Theory led to a simulation intervention that employed authentic multi-professional learner teams, included planned and unplanned disturbances from the norm and used a staged debrief to encourage peer observation and learning. Assessment videos of non-technical skills in each learning outcome were produced and viewed as part of a Non-Technical Skills Observation Test (NOTSOT) both pre and post intervention. Learner observations were assessed by two researchers and statistical difference investigated using a student’s t-test Results: The resultant intervention is described and available from the authors. 18 participants were recruited from a range of inter-professional groups and were split into two cohorts. There was a statistically significant improvement (P=0.0314) between the Mean (SD) scores for the NOTSOT pre course 13.9 (2.32) and post course 16.42 (3.45). Conclusions: An original, theoretically underpinned, multi-professional, simulation based training programme has been produced by the integration of the SECTORS model for non-technical skills learning the complexity theory. This pilot work suggests the resultant intervention can enhance nontechnical skills

The Events Management student as co-producer: establishing new working relationships

This article introduces the basis for research relating to the management and monitoring of student expectations within a new Events Management degree. It is important to gain an understanding of the Events Management students’ expectations and backgrounds. This research offers a starting point in exploring how teaching and learning practices can accommodate student learning and satisfaction. The root of this research lies with the Student Voice Initiative (Fielding, 2004), in which students are seen as the co-producers rather than higher educational consumers. We have established a wide-reaching discourse with students regarding their expectations and experiences of the new degree programme, in order to promote better communication channels between both groups. This research is prompted by a noted evolution in the student character; ‘they are supposed to become unique, successful individuals, making their own choices and plans to accomplish autonomy’ (Harris, 2004, p.6). As educators we have a responsibility to respond to societal changes in student expectations in order to benefit their student development and experience. The methods used take particular account of the student need for autonomy and individuality through participatory activities, qualitative methods and flexibility. The aim is to reflect on current departmental practice and also to respond to and accommodate the emerging student voice. We present our plans for this co-production of research at the early stages of development

Landscape character assessment in the Republic of Ireland

This is a feature article looking at Landscape Character Assessment from a European perspective. It explains the draft guidelines for Landscape Character Assessment in Ireland, with reference and comparison to the existing UK guidelines published in 2002 by the Countryside Agency and Scottish Natural Heritage. The paper covers the uses and users of Irish LCA, its history in Ireland and its current status

Enhancing health care non-technical skills: the TINSELS programme

Background and Context: Training in ‘non-technical skills’, social (communication and team work) and cognitive (analytical and personal behaviour) skills, in healthcare have been of great interest over the last decade. Whilst the majority of publications focus on ‘whether’ such education can be successful, they overlook the question of ‘how’ they enhance skills. We designed and piloted an original, theoretically robust and replicable teaching package that addresses non-technical skills in the context of medicines safety through simulation-based inter professional learning: the TINSELS (Training In Non-technical Skills to Enhance Levels of Medicines Safety) Programme. Innovation: A modified Delphi process was completed to identify learning outcomes, and recruitment of multi-professional teams was through local publicity. The faculty developed a three-session simulation based intervention: session one was a simulated ward encounter with multiple medicine related activities; session two was an extended debrief and facilitated discussion; and session three a ‘chamber of horrors’ where inter professional teams identified potential sources of error. Each session was completed in the simulation suite with 6 – 9 participants, lasted approximately 90m minutes, and took place over 2 weeks. Full details of the course will be presented to facilitate dissemination. Implications: Likert scale feedback was collected after the course (1 strongly disagree-5 strongly agree). Mean scores were all greater than 4, with qualitative feedback noting the fidelity of the authentic inter professional learner groups. A previously validated safety attitudes questionnaire found changes in attitudes towards handover of care and perceptions of safety levels in the workplace post intervention. An original, simulation based, multi-professional training programme has been developed with learning and assessment materials available for widespread replication

Embedding literacy skills in design curriculum

This paper discusses a collaborative curriculum development process undertaken by a cross-disciplinary team comprising of academic staff from Industrial Design Engineering and the Learning Skills Unit (LSU). The collaboration has led firstly to the development and implementation of an innovative Academic Literacy Skills Resource Book. Secondly, Academic Literacy Skills were incorporated into the Design and Engineering curriculum offered by the School of Engineering at one Australian university. The collaboration started in 2003 and continues into 2007. The Industrial Design academics mapped and prioritised the graduate attributes and skills that students need across their university career and identified the most appropriate subjects in which to locate these skills. They identified the need to develop a comprehensive academic skills experience for their students as well as the academic skills required for successful completion of each subject and the major final year project. Perhaps one of the more significant aspects of this collaboration with the LSU was the embedding of academic skills within the discipline rather than being taught as generic skills the students then need to transfer to specific subjects. In 2004, the academics from the LSU and Industrial Design jointly piloted the program with a first year core subject delivered within the Industrial Design and Design & Technology courses. In 2005 and 2006, the relationship between LSU and Engineering and Industrial Design academics was further developed. This collaboration led to the development of a first year core subject Engineering and Industrial Design Practice (EIDP) with a comprehensive academic skills resource book, integrated guest lectures and the training and monitoring of peer mentors for the compulsory peer mentoring component of the subject as key aspects of a subject focussed around a team project

Revaluing donor and recipient bodies in the globalised blood economy: Transitions in public policy on blood safety in the United Kingdom. Health 18(1):79–94

Abstract The clinical use of blood has a long history, but its apparent stability belies the complexity of contemporary practices in this field. In this article, we explore how the production, supply and deployment of blood products are socially mediated, drawing on theoretical perspectives from recent work on 'tissue economies'. We highlight the ways in which safety threats in the form of infections that might be transmitted through blood and plasma impact on this tissue economy and how these have led to a revaluation of donor bodies and restructuring of blood economies. Specifically, we consider these themes in relation to the management of recent threats to blood safety in the United Kingdom. We show that the tension between securing the supply of blood and its products and ensuring its safety may give rise to ethical concerns and reshape relations between donor and recipient bodies

Construction and properties of a mutant of herpes simplex virus type 1 with glycoprotein H coding sequences deleted

A mutant of herpes simplex virus type 1 (HSV-1) in which glycoprotein H (gH) coding sequences were deleted and replaced by the Escherichia coli lacZ gene under the control of the human cytomegalovirus IE-1 gene promoter was constructed. The mutant was propagated in Vero cells which contained multiple copies of the HSV-1 gH gene under the control of the HSV-1 gD promoter and which therefore provide gH in trans following HSV-1 infection. Phenotypically gH-negative virions were obtained by a single growth cycle in Vero cells. These virions were noninfectious, as judged by plaque assay and by expression of I-galactosidase following high-multiplicity infection, but partial recovery of infectivity was achieved by using the fusogenic agent polyethylene glycol. Adsorption of gH-negative virions to cells blocked the adsorption of superinfecting wild-type virus, a result in contrast to that obtained with gD-negative virions (D. C. Johnson and M. W. Ligas, J. Virol. 62:4605-4612, 1988). The simplest conclusion is that gH is required for membrane fusion but not for receptor binding, a conclusion consistent with the conservation of gH in all herpesviruses