Studying sports and exercise in England: exploring Level 5 students' lived experiences of the barriers to their progression and attainment

This discussion piece is a summary of an investigation into the perceived barriers to progression and attainment in Level 5 sport and exercise students (SPO). The study aimed to contribute to the University of Northampton's (UON) strategic aims concerning access and participation, progression, retention and achievement. Using semi-structured interviews it investigated student interpretations of barriers to their progression and attainment. The study aimed to contribute to the gaps identified in the university's Access and Participation Plan (APP). The APP identifies characteristics that are more likely than others to, individually and in combination, impact attainment and progression in university. The APP specifically details access, non-continuation, attainment and progression. Furthermore, it highlights the at-risk groups: Global Ethnic Majority (GEM) students, mature students, disabled students and care leavers. The results of this investigation reveal a complex set of circumstances that contribute to progression, attainment and learning at university. These include balancing external commitments, access to and use of support services, and the need for teaching staff to be approachable and empathetic

Recognising and supporting student achievement

This chapter will seek to discuss the ways in which practitioners can work with students to support their achievements. Using the Universal Design For learning (UDL) (CAST, 2018), which enables learning to be designed or modified for the greatest diversity of learners possible this chapter will offer for suggestions for designing and teaching inclusive activities, considering wider strategies of inclusion and inclusive approaches to assessment and feedback. It will exemplify case study pieces of research conducted with students at a higher education institute to consider the range of challenges, opportunities and needs presented by learners. Using ethnographic research these studies value student voice and their lived experiences. The first case study considers students perceptions of barriers to their attainment. It draws on their reflections of their time studying, their journey to higher education and their support mechanisms. They discuss the challenges of studying, working, and socialising and the factors they use to measure their own successes. The second case study explores the needs of neurodiverse students studying in higher education. Again, student voice is represented through their reflections of what helps them to learn best and the challenges being neurodiverse can bring. Considerations for staff and students studying in higher education are discussed when considering how best to support students to achieve. The final case study looks at using active digital education to support EAL learners in an online environment

Shame, paranoia and psychological distress: The influence of an online self-compassion intervention

Background: High levels of shame are frequently reported in individuals with experiences of paranoia, and recent literature suggests that shame is an important factor in the development of paranoia following stressful life events. Psychological therapies that involve the development of self-compassion are designed to address high levels of shame, and emerging evidence suggests promise for the effectiveness of these interventions for individuals with paranoia. However, there have been no studies to date that examine the specific relationship between shame, self-compassion and paranoia. Method: A randomised group comparison design was used to investigate the efficacy of a web-based intervention designed to increase self-compassion in reducing levels of shame and paranoia when compared to a control intervention. Results: The experimental intervention did not increase levels of self-compassion in participants, and therefore it was not possible to assess the impact of this on levels of shame and paranoia. However, the self-compassion intervention did reduce general psychological distress in participants randomised to that condition. Cross-sectional analyses revealed a number of significant correlations between self-compassion, shame and paranoia. Conclusions: The results suggest that a brief online intervention may not be sufficiently intensive to increase self-compassion, but that such interventions may be of use in reducing more general psychological distress. Self-compassion, shame and paranoia all seem to be related, but further experimental research is needed to better establish the processes through which self-compassion interacts with shame to influence experiences of paranoia

The United Tasks of Healing and Witnessing: The practice of combined ethics within Médecins Sans Frontières

This study focuses on the advocacy practices of the organization Médecins Sans Frontières, which is an independent provider of medical relief and other forms of humanitarian aid. Since 1971, MSF has carried out medical humanitarian missions to aid in reducing the suffering of populations due to disaster or armed conflict, delivering care irrespective of a patient’s identity. This study addresses the importance of witnessing as a core principle of MSF and examines the different forms that it takes. MSF\u27s practice of witnessing is traced to its roots in Holocaust testimony and Camus\u27s ethic of resistance as exemplified in La Peste. Finally, this study investigates the relationship between witnessing and medical ethics and concludes that MSF\u27s advocacy is important to MSF’s ability to care for its patients, because healthcare and humanitarian aid cannot always be effective on their own

Examination of the molecular control of ruminal epithelial function in response to dietary restriction and subsequent compensatory growth in cattle

Background The objective of this study was to investigate the effect of dietary restriction and subsequent compensatory growth on the relative expression of genes involved in volatile fatty acid transport, metabolism and cell proliferation in ruminal epithelial tissue of beef cattle. Sixty Holstein Friesian bulls (mean liveweight 370 ± 35 kg; mean age 479 ± 15 d) were assigned to one of two groups: (i) restricted feed allowance (RES; n = 30) for 125 d (Period 1) followed by ad libitum access to feed for 55 d (Period 2) or (ii) ad libitum access to feed throughout (ADLIB; n = 30). Target growth rate for RES was 0.6 kg/d during Period 1. At the end of each dietary period, 15 animals from each treatment group were slaughtered and ruminal epithelial tissue and liquid digesta harvested from the ventral sac of the rumen. Real-time qPCR was used to quantify mRNA transcripts of 26 genes associated with ruminal epithelial function. Volatile fatty acid analysis of rumen fluid from individual animals was conducted using gas chromatography. Results Diet × period interactions were evident for genes involved in ketogenesis (BDH2, P = 0.017), pyruvate metabolism (LDHa, P = 0.048; PDHA1, P = 0.015) and cellular transport and structure (DSG1, P = 0.019; CACT, P = 0.027). Ruminal concentrations of propionic acid (P = 0.018) and n-valeric acid (P = 0.029) were lower in RES animals, compared with ADLIB, throughout the experiment. There was also a strong tendency (P = 0.064) toward a diet × period interaction for n-butyric with higher concentrations in RES animals, compared with ADLIB, during Period 1. Conclusions These data suggest that following nutrient restriction, the structural integrity of the rumen wall is compromised and there is upregulation of genes involved in the production of ketone bodies and breakdown of pyruvate for cellular energy. These results provide an insight into the potential molecular mechanisms regulating ruminal epithelial absorptive metabolism and growth following nutrient restriction and subsequent compensatory growth

HISSbot: Sidewinding with a Soft Snake Robot

Snake robots are characterized by their ability to navigate through small spaces and loose terrain by utilizing efficient cyclic forms of locomotion. Soft snake robots are a subset of these robots which utilize soft, compliant actuators to produce movement. Prior work on soft snake robots has primarily focused on planar gaits, such as undulation. More efficient spatial gaits, such as sidewinding, are unexplored gaits for soft snake robots. We propose a novel means of constructing a soft snake robot capable of sidewinding, and introduce the Helical Inflating Soft Snake Robot (HISSbot). We validate this actuation through the physical HISSbot, and demonstrate its ability to sidewind across various surfaces. Our tests show robustness in locomotion through low-friction and granular media.Comment: 7 pages, 9 figures, to be published in RoboSoft 202

Validation and Reliability Testing of the EORTC QLQ-NMIBC24 Questionnaire Module to Assess Patient-reported Outcomes in Non–Muscle-invasive Bladder Cancer

Funding/Support and role of the sponsor: Trial recruitment was facilitated within centres by the National Institute for Health Research Cancer Research Network. Pfizer provided study medication free of charge within the BOXIT trial.Peer reviewedPublisher PD

Recommendations for assessing cognitive risks in young children treated for ependymoma for clinical and research protocols: evidence from a systematic literature review

Background: Current treatment approaches for pediatric ependymoma differ between North American and European studies. Post-surgical adjuvant irradiation is used in children aged <36 months in North America, whilst European approaches use chemotherapy to avoid or defer radiotherapy until three years of age, in order to avoid late neurocognitive toxicity. To establish evidence for the effects of cranial radiotherapy in children aged <36 months with ependymoma on neurocognitive outcomes, we conducted a systematic literature review assessing methodological approaches for measuring neurocognitive outcome. Methods: Eight databases were selected to perform an advanced search, retrieval and systematic review of papers describing neurocognitive outcome in children diagnosed with ependymoma who received cranial radiotherapy at <36 months. Results: Limitations of published data permitted descriptive analysis only. Considerable variation in reporting survival rates, techniques and timing of psychometric testing and the results of neurocognitive outcomes was identified. Conclusions: The review identified significant inconsistencies of neurocognitive testing, particularly literacy skills, developmental time points for testing and methods of data reporting. The role of the cerebellum for cognitive development, especially reading, has been inadequately evaluated in published studies. Recommendations are made to improve assessment methods, and time points for testing, so that reports do not fail to identify children who acquire deficits as they mature through childhood and adolescence. We conclude that claims that radiation treatment for ependymoma administered aged <36 months is associated with limited neurocognitive consequences, are not supported by the literature