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Digitalisation, and expanding digital infrastructure has given rise to new pedagogical approaches and practises that involve making use of the internet. In the development of this literature-based article, we examined Arctic online education from a holistic perspective, adopting broad definitions of online learning environments and teacher education. The aim of this paper is to map and analyse the state of knowledge regarding the digital transformations of practices and conceptualisations in teacher education and educator training in the Arctic, as we sought to answer the following research question: What is Arctic in online teaching and learning in teacher education and educator training? Our methodology consisted of a scoping review of peer-reviewed papers published between 2003-2023. Through a qualitative content analysis, we explored definitions, perspectives and positions that emanated from the literature. Viewed through the lens of postcolonial theory, our findings and discussion surface important points of ‘difference’ (Verran, 2013) between Indigenous pedagogies, which are a central part of the Arctic-ness, and technological advances that enable online and distance learning, namely: Rootedness And Fluidity; Continuity of the Story And Fragmentation; Preservation And Transformation; Traditional Seeing And (Western) Frameworks, which we argue should be a key feature of conversations within this field., Godkänd;2023;Nivå 0;2023-12-28 (sofila);Funding: Danish Agency for Science and HigherEducation (DAFSHE);Full text license: CC BY-NC 4.0, Distance Teaching and Learning in the Arctic Communities (DistARCTIC)

Digitalisation, and expanding digital infrastructure has given rise to new pedagogical approaches and practises that involve making use of the internet. In the development of this literature-based article, we examined Arctic online education from a holistic perspective, adopting broad definitions of online learning environments and teacher education. The aim of this paper is to map and analyse the state of knowledge regarding the digital transformations of practices and conceptualisations in teacher education and educator training in the Arctic, as we sought to answer the following research question: What is Arctic in online teaching and learning in teacher education and educator training? Our methodology consisted of a scoping review of peer-reviewed papers published between 2003-2023. Through a qualitative content analysis, we explored definitions, perspectives and positions that emanated from the literature. Viewed through the lens of postcolonial theory, our findings and discussion surface important points of ‘difference’ (Verran, 2013) between Indigenous pedagogies, which are a central part of the Arctic-ness, and technological advances that enable online and distance learning, namely: Rootedness And Fluidity; Continuity of the Story And Fragmentation; Preservation And Transformation; Traditional Seeing And (Western) Frameworks, which we argue should be a key feature of conversations within this field., Godkänd;2023;Nivå 0;2023-12-28 (sofila);Funding: Danish Agency for Science and HigherEducation (DAFSHE);Full text license: CC BY-NC 4.0, Distance Teaching and Learning in the Arctic Communities (DistARCTIC)

This paper explores the implications of the COVID-19 pandemic on university pedagogy and the lessons that can be learned from students who experienced emergency remote teaching. Unlike many countries, Sweden did not impose a lockdown or curfew, allowing students to gather in small groups on university campuses while receiving online instruction. This unique hybrid situation enhances the relevance of our findings for the post-pandemic context. Employing a participatory research methodology, we collaborated with first-year university teacher education students to co-construct their experiences as new students during COVID-19. Our research aimed to understand how the students' socio-cultural context and their university experiences influenced their learning and what insights these experiences provide regarding students' agency for learning. Through collaborative discussions and thematic analysis, we identified that students formed close-knit study groups, developed a strong sense of agency, became self-directed learners, and offered each other mutual support. Our conclusions highlight the resilience of students, the value of informal and spontaneous collaborative learning groups, the high degree of agency among students, and the potential benefits of a pedagogy that is less controlling and scaffolded, allowing for spontaneous, creative, and inquiry-directed learning. Future research could investigate whether collaborative learning groups are more effective with reduced mandatory lecture and seminar loads.

This paper explores the implications of the COVID-19 pandemic on university pedagogy and the lessons that can be learned from students who experienced emergency remote teaching. Unlike many countries, Sweden did not impose a lockdown or curfew, allowing students to gather in small groups on university campuses while receiving online instruction. This unique hybrid situation enhances the relevance of our findings for the post-pandemic context. Employing a participatory research methodology, we collaborated with first-year university teacher education students to co-construct their experiences as new students during COVID-19. Our research aimed to understand how the students' socio-cultural context and their university experiences influenced their learning and what insights these experiences provide regarding students' agency for learning. Through collaborative discussions and thematic analysis, we identified that students formed close-knit study groups, developed a strong sense of agency, became self-directed learners, and offered each other mutual support. Our conclusions highlight the resilience of students, the value of informal and spontaneous collaborative learning groups, the high degree of agency among students, and the potential benefits of a pedagogy that is less controlling and scaffolded, allowing for spontaneous, creative, and inquiry-directed learning. Future research could investigate whether collaborative learning groups are more effective with reduced mandatory lecture and seminar loads.

This paper explores the implications of the COVID-19 pandemic on university pedagogy and the lessons that can be learned from students who experienced emergency remote teaching. Unlike many countries, Sweden did not impose a lockdown or curfew, allowing students to gather in small groups on university campuses while receiving online instruction. This unique hybrid situation enhances the relevance of our findings for the post-pandemic context. Employing a participatory research methodology, we collaborated with first-year university teacher education students to co-construct their experiences as new students during COVID-19. Our research aimed to understand how the students' socio-cultural context and their university experiences influenced their learning and what insights these experiences provide regarding students' agency for learning. Through collaborative discussions and thematic analysis, we identified that students formed close-knit study groups, developed a strong sense of agency, became self-directed learners, and offered each other mutual support. Our conclusions highlight the resilience of students, the value of informal and spontaneous collaborative learning groups, the high degree of agency among students, and the potential benefits of a pedagogy that is less controlling and scaffolded, allowing for spontaneous, creative, and inquiry-directed learning. Future research could investigate whether collaborative learning groups are more effective with reduced mandatory lecture and seminar loads.

This paper explores the implications of the COVID-19 pandemic on university pedagogy and the lessons that can be learned from students who experienced emergency remote teaching. Unlike many countries, Sweden did not impose a lockdown or curfew, allowing students to gather in small groups on university campuses while receiving online instruction. This unique hybrid situation enhances the relevance of our findings for the post-pandemic context. Employing a participatory research methodology, we collaborated with first-year university teacher education students to co-construct their experiences as new students during COVID-19. Our research aimed to understand how the students' socio-cultural context and their university experiences influenced their learning and what insights these experiences provide regarding students' agency for learning. Through collaborative discussions and thematic analysis, we identified that students formed close-knit study groups, developed a strong sense of agency, became self-directed learners, and offered each other mutual support. Our conclusions highlight the resilience of students, the value of informal and spontaneous collaborative learning groups, the high degree of agency among students, and the potential benefits of a pedagogy that is less controlling and scaffolded, allowing for spontaneous, creative, and inquiry-directed learning. Future research could investigate whether collaborative learning groups are more effective with reduced mandatory lecture and seminar loads.

This article provides an up-to-date overview of technologies and explores key barriers on the path to implementing High Voltage DC (HVDC) grid protection in the European context. It brings together a wide range of stakeholders including key equipment manufacturers, grid operators, developers, testing laboratories, consultants, research institutes and academia to evaluate the readiness of HVDC grid protection technology and to present a broad range of challenges for deployment. The paper reports on the latest full-scale testing of 3 different DC Circuit Breaker (DCCB) technologies from different vendors at an independent laboratory, reaching a high technology readiness level (TRL). Hardware IEDs (intelligent electronic device) or protection relays for HVDC grids have been developed by academia and industry and are tested in a real-time hardware in the loop environment with grid operators utilizing different protection algorithms. The outstanding challenges, including interoperability, are presented. The overview of multiple HVDC grid protection algorithms which have now been demonstrated in a real-time environment on detailed industrial case studies, is given. It is shown that the functional performance at system and component level is confirmed and initial harmonisation work is discussed. The paper further presents the latest work on developing cost models for HVDC grid protection, and discusses theopportunities for cost reduction for various components.It is concluded that HVDC grid protection CAPEX isdominated by DCCB costs, but this also depends on theadopted protection strategy. Different grid operators present their views on HVDCgrid protection deployment challenges related to gridplanning and practical aspects of installations in offshore environment. The overview of DCCB models including real-time modelling and model verification is provided. The emerging research trends on HVDC grid protection and DCCB technologies are also discussed., QC 20210217

The sockets Applications Programming Interface (API) has become the standard way that applications access the transport services offered by the Internet Protocol stack. This paper presents NEAT, a user-space library that can provide an alternate transport API. NEAT allows applications to request the service they need using a new design that is agnostic to the specific choice of transport protocol underneath. This not only allows applications to take advantage of common protocol machinery, but also eases introduction of new network mechanisms and transport protocols. The paper describes the components of the NEAT library and illustrates the important benefits that can be gained from this new approach. NEAT is a software platform for developing advanced network applications that was designed in accordance with the standardization efforts on Transport Services (TAPS) in the Internet Engineering Task Force (IETF), but its features exceed the envisioned functionality of a TAPS system., A New, Evolutive API and Transport-Layer Architecture for the Internet (NEAT), HITS, 4707

This paper focuses on the everyday life and agency of university students. The study aims to deepen the understanding of university students’ agency in the age of modern technology, especially in a rural context where studying mostly happens at home. Agency and everyday life are explored from a cultural-historical perspective. Technology and remote teaching have made it possible to study far from universities and to combine work, family and studies. Yet, everyday life and agency processes are complex and multidimensional. The research material consists of written descriptions by 39 university students of their everyday lives when studying at home. The students wrote about their lives as a part of their early childhood education studies. This article focuses on recognizing dimensions of agency in the lives of 17 students studying in northern rural Finland, far from their university. The article presents three ways in which agency is pursued: 1) by articulating participation and engagement, 2) by organizing the conditions and dealing with the possibilities and restrictions, and 3) by mapping meanings, aims and grounds. All three dimensions of agency have specific content relating to life in the rural north.

There is a growing concern that the Internet trans- port layer has become ossified in the face of emerging novel applications, and that further evolution has become very difficult. This paper identifies requirements for a new transport layer and then proposes a conceptual architecture, the NEAT system, that we believe is both flexible and evolvable. Applications interface the NEAT system through an enhanced user API that decouples them from the operation of the transport protocols and the network features being used. In particular, applications provide the NEAT system with information about their traffic requirements, pre- specified policies, and measured network conditions. On the basis of this information, the NEAT system establishes and configures appropriate connections., A New, Evolutive API and Transport Architecture for the Internet (NEAT), HITS, 4707

A new, revised curriculum for the Swedish preschool came into effect in July 2019. According to the National Agency of Education, it differs from its predecessor by putting a greater emphasis on care and teaching. This paper studies how the child is conceptualized in relation to learning and care in the new curriculum. Informed by a posthumanist approach and childhood studies, it scrutinizes how the child is positioned as a being and/or becoming child, an entangled and/or separate child, and, an active and/or passive child. Furthermore, it explores how the child appears in relation to human and non-human agents. The dominant, recurring conceptualization of the child is the child as becoming and passive. Learning and caring processes mainly come across as unidirectional -from adult to child –and future orientated. Although the preschool child is connected to a social context, the child predominantly appears as separate from others rather than entangled

A new, revised curriculum for the Swedish preschool came into effect in July 2019. According to the National Agency of Education, it differs from its predecessor by putting a greater emphasis on care and teaching. This paper studies how the child is conceptualized in relation to learning and care in the new curriculum. Informed by a posthumanist approach and childhood studies, it scrutinizes how the child is positioned as a being and/or becoming child, an entangled and/or separate child, and, an active and/or passive child. Furthermore, it explores how the child appears in relation to human and non-human agents. The dominant, recurring conceptualization of the child is the child as becoming and passive. Learning and caring processes mainly come across as unidirectional -from adult to child –and future orientated. Although the preschool child is connected to a social context, the child predominantly appears as separate from others rather than entangled

This paper provides a descriptive analysis of the OECD’s (2007) national report on Scottish education, Quality and equity of schooling in Scotland, while also briefly considering the Scottish government’s Diagnostic Report, prepared for the review. The national report is situated against Scottish traditions of schooling, particularly the view that access to academic curricula for all is a democratic and egalitarian approach, and also set against the changing role of the OECD. On the latter, the paper argues that the OECD, in the context of globalisation, has become more of a policy actor in its own right, in addition to its more traditional think-tank function. The OECD is a now significant transnational policy actor in education, contributing to the emergent global education policy field. The overarching argument proffered is that debates provoked by the OECD’s report, for example the David Raffe/Richard Teese exchange in the Scottish Educational Review, 40(1), 2008, stem from tensions between the new supranational expression of political and policy authority as articulated in the OECD’s report and that located more traditionally within the nation. The academic curricula for all, the Scottish tradition, is challenged by the OECD report, which supports more diverse curricula provision, including more vocational education in schools, particularly at the post-compulsory phase. We note, drawing on theoretical and empirical insights of Bourdieu, that the success of the former demands pedagogies which scaffold for those students not possessing the requisite cultural capitals for success with academic curricula, while the latter demands a strategic effort to ensure parity of esteem between different curricular provisions.

In this paper we describe content determination issues involved in the Atlas.txt project, which aims to automatically describe georeferenced information such as census data as text for the visually-impaired (VI). Texts communicating geo-referenced census information contain census data abstractions and their corresponding geographic references. Because visually impaired users find interpreting geographic references hard, we hypothesized that an introduction message about the underlying geography should help the users to interpret the geographic references easily. We performed user studies to design and evaluate the introduction message. An initial evaluation study with several sighted users and one partially sighted user showed that an introduction message is certainly preferred by most participants. Many of them used an introduction message themselves when they described maps textually. But the study also showed that the introduction message made no difference when the participants were asked to draw maps using the information in the textual descriptions., Atlas.txt

This paper draws on new feminist materialist and posthuman theories to explore discrimination experienced by Sámi attendees at Finnish boarding schools. The aim is to shift attention away from the human actor to a wider field of power relations, and consider discrimination as force relations, emerging dynamically through assemblages of, for example, material, corporeal, historical, organic, discursive and affective elements. The case study, taken from the structured interview survey data from one Sámi woman, is used to demonstrate material, affective and historical forces, through which events of discrimination emerge. We argue that material objects and places and their histories are not inert, fixed backgrounds against which things occur, nor important contextualising features of situated events. Rather, they can be seen as significant actants in the rendering of the Sámi as the Other. Recognising how traces of place and history and material objects become revitalised within acting assemblages can provide some powerful insights into the barriers and opportunities the Sámi boarding school students encountered in their everyday lives and how they coped with experiences later in life.

This paper describes exploratory research into automatically describing geo-referenced information to blind people. The goal is to produce texts giving an overview describing the spatial layout, and a central concern of such texts is that they employ an appropriate linguistic reference frame which enables blind hearers to ground the information. We hypothesise that (1) directly perceivable reference frames are easier to ground and also that (2) spatial descriptions drawn from composite reference frame systems composed of more than one reference frame are easier to ground. An experiment exploring text comprehension on a range of texts employing different reference frame systems is presented. The main results indicate that the second hypothesis is supported. A prototype of a natural language generation system which generates texts describing geo-referenced information from data is described., Funding agency: EPSRC Grant number: EP/D052882/1, Atlas.txt

‘STEAM education’, also known as the addition of 'arts' to STEM subjects, is a newly emerging concept in science education. While responding to the economic drivers which characterise STEM, engaging the Arts may serve to broaden science learning through inter and trans- disciplinary relationships, across a range of contexts and modes of inquiry (Colucci-Gray et al., 2017). Such approach is in line with the growing body of literature in sustainability science, seeking to expand participation in a shared, and unfolding future by encouraging cross-fertilisation between different domains of knowledge, languages, and experiences of the world, which are fundamentally embodied. To this aim, specific attention here is paid to aesthetics and art forms as modes of knowing engaging sensorial and affective dimensions, as they may be deployed across the sciences, arts, and crafts. In this view, complementary approaches to knowing the world may be brought together; for example, to promote deeper understanding of scientific concepts and practices in science, but also to overcome the limitations of cognitivist approaches, by re-appraising the multiplicity of the body’s intra-actions with the material context. Through such dialogue, a variety of epistemological positions may be explored. One which follows the linear trajectory of knowledge accumulation presupposes a reality ‘out there’, amenable to discovery and prediction. Another conception examines verbal and non-verbal language in giving visibility to our actions and perception of the world. Knowledge is relational and agentic, arising in continuity with tools, mind, and body (Barad, 2007). Finally, recognition of complexity of socio-environmental conditions and our inextricable dependence upon the Earth, calls for awareness of oneself in continuous, affective relationship with an ever-changing context (Kagan, 2011). Drawing on such multiplicity, this symposium will explore the potential and limitations of STEAM for a science ed

The TAPS Architecture for Transport Services [6] providesa framework for the design of a protocol-independent asynchronousmessage-based transport API. While the traditionalBSD socket API [1] requires the user to make a choice aboutwhich protocol to use from the beginning, the TAPS APIfocuses on transport features and gives the transport stackitself the opportunity to select the most appropriate protocol.This flexibility also supports deployment of new protocols,such as QUIC, because the application does not need tochange in order to benefit from such new innovations. Thisposter defines two API mappings for QUIC, either exposingmultistreaming explicitly to the application or providing away to utilize multistreaming without application input.

There is a growing concern that the Internet transport layer has become ossified in the face of emerging novel applications, and that further evolution has become very difficult. The NEAT system is a novel and evolvable transport system that decouples applications from the underlying transport layer and network services. In so doing, it facilitates dynamic transport selection. This demo shows how the NEAT system is able to dynamically select the most appropriate transport solution for the Mozilla Firefox web browser., A New, Evolutive API and Transport-Layer Architecture for the Internet (NEAT)

There is a growing concern that the Internet transport layer has become ossified in the face of emerging novel applications, and that further evolution has become very difficult. The NEAT system is a novel and evolvable transport system that decouples applications from the underlying transport layer and network services. In so doing, it facilitates dynamic transport selection. This demo shows how the NEAT system is able to dynamically select the most appropriate transport solution for the Mozilla Firefox web browser., A New, Evolutive API and Transport-Layer Architecture for the Internet (NEAT)

There is a growing concern that the Internet transport layer has become ossified in the face of emerging novel applications, and that further evolution has become very difficult. The NEAT system is a novel and evolvable transport system that decouples applications from the underlying transport layer and network services. In so doing, it facilitates dynamic transport selection. This demo shows how the NEAT system is able to dynamically select the most appropriate transport solution for the Mozilla Firefox web browser., A New, Evolutive API and Transport-Layer Architecture for the Internet (NEAT)

There is a growing concern that the Internet transport layer has become ossified in the face of emerging novel applications, and that further evolution has become very difficult. The NEAT system is a novel and evolvable transport system that decouples applications from the underlying transport layer and network services. In so doing, it facilitates dynamic transport selection. This demo shows how the NEAT system is able to dynamically select the most appropriate transport solution for the Mozilla Firefox web browser., A New, Evolutive API and Transport-Layer Architecture for the Internet (NEAT)

There is a growing concern that the Internet transport layer has become ossified in the face of emerging novel applications, and that further evolution has become very difficult. The NEAT system is a novel and evolvable transport system that decouples applications from the underlying transport layer and network services. In so doing, it facilitates dynamic transport selection. This demo shows how the NEAT system is able to dynamically select the most appropriate transport solution for the Mozilla Firefox web browser., A New, Evolutive API and Transport-Layer Architecture for the Internet (NEAT)

Godkänd; 2016; 20160603 (andbra)

Godkänd; 2016; 20160603 (andbra)

Godkänd; 2016; 20160603 (andbra)

Godkänd; 2016; 20160603 (andbra)

Godkänd; 2016; 20160603 (andbra)

Standards for newly qualified teachers to gain full registration in Australia, Scotland and Sweden are analysed in a comparative perspective regarding the focus and rationales as teacher standards are “neither neutral nor impartial” (Down, 2012, p. 77; cf. Ball, Maguire & Braun, 2012; Lim, 2012). NVivo has been used for comparative qualitative content analysis with a focus on the meaning-making entities in the standards. The analysis indicates that the emphasis is mainly on applied learning with references to ‘demonstrate, draw on, know how to, be able to use’. The applied focus is on the performance of both teachers and their students alike. The overall tenet is that teaching and learning standards promote technical approaches towards teaching and learning, hence the emphasis on competence. This could potentially result in coaching practices being adopted to facilitate quantifying when standards have been achieved. A standard could equally be read as a goal (to be achieved). Another key finding is the similarity of Scotland’s (in terms of language usage and emphasis) and Australia’s teacher standards. Neither standards document appears to have anything that differentiates it culturally or that caters for the specific needs of the country in a globalised world. The Swedish standards, however, appear to have different and nuanced standards which reflect cultural differences and are connected to its national needs. With regards to ICT-skills, these are most explicitly addressed in the Australian standards (sections 2.6, 3.4 and 4.5), are referred to in the Scottish standards (sections 2.1.4, 3.1.3 and 3.2) while being implicit in the Swedish standards. References Ball, S. J., Maguire, M., & Braun, A. (2012). How Schools Do Policy: Policy Enactments in Secondary Schools London & New York: Routledge. Down, B. (2012). Reconceptualising Teacher Standards: Authentic, Critical and Creative, pp.63-80. In B. Down and J. Smyth (eds.) Critical Voices in Teacher Educ, Induction

Exercise induced bronchoconstriction (EIB) is highly prevalent in elite athletes, especially in those training in cold dry environments. Dehydration of the airways plays a key role in this process. EIB has recently been linked to airway epithelial injury in asthmatic individuals. The aim of the study is to determine whether a short period of hyperpnoea of dry air causes airway epithelial disruption in winter and/or summer sport athletes. We hypothesise that urinary level of the Clara cell protein (CC16) – an indirect marker of permeability/cellular integrity of the lung epithelial barrier – will be increased after a eucapnic voluntary hyperpnoea (EVH) test and that this increase will be larger in winter compared to summer athletes. Forty two female athletes – 28 summer athletes (age 31.1+/-1.7yr (SEM), training volume 9+/-1.1h/wk) and 14 winter athletes (age 21.4+/-0.8yr, training volume 12.0 ± 1.10h/wk) – took part in this study. They all performed an 8-min EVH test at a target ventilation rate of 30 times their baseline forced expiratory volume in one second (FEV1). After the challenge, FEV1 was measured in duplicate at 2, 5, 10, 15, 20, 30, 60 and 90min. A sustained decrease in FEV1 of at least 10% from baseline was considered positive. Urine samples were collected at baseline and at 30, 60 and 90min recovery. CC16 concentration was measured by enzyme immunoassay. Ten summer athletes had a positive test (max FEV1 fall = 19.6+/-2.4%), whilst eighteen of the summer athletes and all the winter athletes were negative (max FEV1 fall = 5.7+/-0.7% and 5.3+/-0.7%, respectively). CC16 increased significantly after the challenge in all three groups (P<0.01) with no difference between groups: delta CC16 (max post-EVH minus baseline) in summer EVH negative athletes was 0.241+/-0.1 ng/μmol creatinine, 0.292+/-0.085 ng/μmol creatinine in summer EVH positive athletes, and 0.123+/-0.047ng/μmol creatinine in winter EVH negative athletes (P=0.415)In c

We present Atlas.txt, a novel data-to-text natural language generation system which enables access to geo-referenced information like online census data. We first discuss initial findings from an accessibility study on geo-referenced data and outline needs requirements for visually-impaired users of such data. We then present work towards realising our data-to-text system and indicate how it aims to address this issue., Atlas.txt

Geo-referenced data which are often communicated via maps are inaccessible to the visually impaired population. We summarise existing approaches to improving accessibility of geo-referenced data and present the Atlas.txt project which aims to produce textual summaries of such data which can be read out via a screenreader. We outline issues involved in generating descriptions of geo-referenced data and present initial work on content determination based on knowledge acquisition from both parallel corpus analysis and input from visually impaired people. In our corpus analysis we build an ontology containing abstract representations of expert-written sentences which we associate with macros containing sequences of data analysis methods. This helps us to identify which data analysis methods need to be applied to generate text from data.

Executive Summary Background There is little data on sexual well-being of young people from BME in Scotland. The purpose of this systematic review of the literature covering sexual health interventions with young people from BME communities was to collate the ‘best evidence of effectiveness’ in the field and make recommendations for further practice. To do this, evidence was sought about such interventions in any industrialised country. Limited research has previously been conducted in this area and a broad definition of both sexual health and ethnic minorities was taken in order to maximise the number of studies that could be included in the review. Methods We searched a wide range of (electronic) data bases for studies aimed at young people from BME communities which included an sexual health-type intervention, an valuation, a control of comparison group, clearly defined outcomes and which were published in the English language. In addition we searched for sexual health studies of (a) parents and carers of young people in the BME communities; (b) professionals working with young BME people; and (c) access to sexual health services for young BME people. Results Our systematic review found 52 relevant papers (from nearly 5,000) reporting interventions in this area, but only one was based in the UK. The majority of studies were based in the US and involved interventions aimed at African Americans or Hispanics. Interventions were divided into nine categories according to targeted outcomes and/or group: (1) general sexual health and behaviour; (2) pregnancy avoidance; (3) Sexually Transmitted Infections (STIs) and HIV; (4) Sex and Relationship Education for young people from BME communities; (5) BME parents and carers; (6) professionals who work with young BME people; (7) access to sexual health services for BME youths; (8) peer education; and (9) BME communities targeted in order to improve sexual health in BME youths. The most common method used in included studies w