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The ITEEA's Council for Technology and Engineering Teacher Education (CTETE) Curriculum Committee solicited, collected, and analyzed several examples of international lesson plans to find out how various countries understand and/or apply the "Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM Education" (STEL) in their own technology and engineering education classrooms. Several overarching themes--achieved independently and then confirmed through follow-up discussions among curriculum committee members--appeared in the analysis. These included: (1) Technology and Engineering Education is hands-on; (2) Problem-based learning (PBL) is a central tenet of the curriculum; (3) the STEL standards are/were not equally (or widely) utilized in lesson planning; rather, an emphasis on local (state, region, district, school) standards was evident; and (4) TEE learning is context-driven with an emphasis on the application of knowledge in specific settings/scenarios. As a means of broadening the understanding of what TEE "looks like" around the world, the lessons shared here are brief synopses of the collected lesson plans in addition to a summary of additional findings explored through the means of a follow-up survey sent to each of the contributing teachers.

By helping create a shared, supportive, learning community, the creative use of custom-designed spaces outside the classroom has a major impact on student engagement. The intention is to create spaces that promote peer interaction within and across year groups, encourage closer working relationships between staff and students and support specific coursework activities--particularly group work. Such spaces make better use of time since students are motivated to stay and work during long gaps in their timetable, can provide a sense of "home" within the institution and can lead to a cohesive community of practice. In this paper, we describe how this has been achieved and currently delivered in Mathematics at Sheffield Hallam University and provide some detailed analysis of the student usage of the space.

The Pitt Review of the 2007 summer floods in the UK, published in 2008, commended the potential of natural flood management (NFM) for reducing flood risk. NFM is a nature‐based approach that has since gained substantial interest from both practitioners and academics. The review further highlighted the need for catchment‐based flood management (CBFM) to enhance resilience to flooding and climate change by incorporating NFM and wider nature‐based solutions into hard flood protection systems. Such integrated approaches are considered to be more sustainable and adaptable than the traditional hard‐engineered measures. More recently, the European Commission's European Green Deal also highlighted the need for greater use of nature‐based solutions including NFM for managing flood risk. Whilst there have been many attempts to quantify the effects of NFM through hydraulic and hydrological modelling, there is still no systematic review conducted for these modelling works. This review aims to summarise the current NFM modelling approaches, as well as discussing their key limitations related to data, model methods, and real‐world applications. This paper then goes further to highlight potential solutions to some of these challenges and provides guidance to assist modellers to improve future modelling and data collection process. [ABSTRACT FROM AUTHOR]

Professor Sir Godfrey Thomson is one of the key foundational actors in the history of the educational sciences in the UK. At a time when educational studies and the study of educational psychology were very closely linked, in the decades of the mid-twentieth century, Thomson was a crucial figure in education research. He is known for his work on intelligence, factorial analysis and the validation and production of intelligence tests (the Moray House tests). However, he viewed himself as a teacher in his work as a professor at the University of Edinburgh and as director of Moray House teachers' college. He managed closely an ambitious plan to develop an advanced school of education, combining the university department of education, teacher training and a demonstration school, and supervised and taught on many of its courses. This paper is based on a unique resource, an audio recording of Thomson teaching in the early 1950s. It considers the distinctiveness and the research value of this audio source in relation to complementary oral and documentary sources. (Contains 2 figures and 43 footnotes.)

Here we reprint, and provide background and a commentary on, a recently-rediscovered lecture by Godfrey H. Thomson entitled, "Intelligence and civilisation." It was delivered at the University of Manchester, UK, on 23rd October, 1936, printed in 1937 in the short-lived "Journal of the University of Manchester" and as a pamphlet in Edinburgh. It was one in the series of lectures supported by the industrialist and philanthropist Ludwig Mond. The lecture is unusually valuable in that it places the theory, testing and practical application of intelligence against the background of the rise of fascism and its threat to civilisation. The lecture is a candid and accessible "confession and contemplation"; the frank thoughts of a person committed to, but critical of, intelligence testing and theory, but convinced of the power and place of intelligence differences in people's lives and in civilisation. It comes at an important time for Thomson, with regard to three of his major achievements: his Moray House Test series, the Scottish Mental Survey of 1932 (and the Northumbrian testing exercise that preceded it), and the preparation of his book "The Factorial Analysis of Human Ability." The understanding of the lecture is enhanced by recently-discovered archive materials on Thomson and his circle. ([Thomson, G.H. (1937a). "Intelligence and civilisation: A Ludwig Mond lecture delivered at the University of Manchester on October 23rd, 1936." "Journal of the University of Manchester," 1, 18-38], from the Ludwig Mond lecture). (Contains 3 figures.)

Background: Few whole-school physical activity programmes integrate implementation science frameworks within the design, delivery, and evaluation. As a result, knowledge of the key factors that support implementation at scale is lacking. The Creating Active Schools (CAS) programme was co-designed and is underpinned by the Capability, Opportunity, Motivation and Behaviour (COM-B) model and the Consolidated Framework for Implementation Research (CFIR). The study aims to understand the initial impact and implementation of CAS in Bradford over 9 months using McKay's et al.'s (2019) implementation evaluation roadmap. Methods: Focus groups and interviews were conducted with school staff (n = 30, schools = 25), CAS Champions (n = 9), and the CAS strategic lead (n = 1). Qualitative data were analysed both inductively and deductively. The deductive analysis involved coding data into a priori themes based on McKay et al's implementation evaluation roadmap, using a codebook approach to thematic analysis. The inductive analysis included producing initial codes and reviewing themes before finalising. Results: Identified themes aligned into three categories: (i) key ingredients for successful adoption and implementation of CAS, (ii) CAS implementation: challenges and solutions, and (iv) the perceived effectiveness of CAS at the school level. This included the willingness of schools to adopt and implement whole-school approaches when they are perceived as high quality and aligned with current school values. The programme implementation processes were seen as supportive; schools identified and valued the step-change approach to implementing CAS long-term. Formal and informal communities of practice provided "safe spaces" for cross-school support. Conversely, challenges persisted with gaining broader reach within schools, school staff's self-competence and shifting school culture around physical activity. This resulted in varied uptake between and within schools. Conclusions: This study provides novel insights into the implementation of CAS, with outcomes aligning to the adoption, reach, and sustainability. Successful implementation of CAS was underpinned by determinants including acceptability, intervention complexity, school culture and school stakeholders' perceived self-efficacy. The combination of McKay's evaluation roadmap and CFIR establishes a rigorous approach for evaluating activity promotion programmes underpinned by behavioural and implementation science. Resultantly this study offers originality and progression in understanding the implementation and effectiveness of whole-school approaches to physical activity. [ABSTRACT FROM AUTHOR]

In this paper, we report work undertaken with a group of 11 UK teachers over a period of a year to teach aspects of the nature of science, its process, and its practices. The teachers, who taught science in a mix of elementary, junior high, and high schools, were asked to teach a set of "ideas-about-science" for which consensual support had been established using a Delphi study in the first phase of the project. Data were collected through field notes, videos of the teachers' lessons, teachers' reflective diaries, and instruments that measured their understanding of the nature of science and their views on the role and value of discussion in the classroom. In this paper, drawing on a sample of the data we explore the factors that afforded or inhibited the teachers' pedagogic performance in this domain. Using these data, we argue that there are five critical dimensions that distinguish and determine a teacher's ability to teach effectively "about" science. Whilst these dimensions are neither mutually independent nor equally important, they serve as a valuable analytical tool for evaluating and explaining the success, or otherwise, that individual teachers of science have when confronted with teaching aspects "about" science. In addition, we argue that they are an important means of identifying salient aspects of pedagogy for initial and in-service training of science teachers for curricula that incorporate elements of "ideas-about-science."

Background: Worldwide there are an estimated 463 million people with diabetes. In the UK people with diabetes are offered annual review, which includes monitoring of haemoglobin A1c (HbA1c). This can identify people with diabetes who are not meeting their glycaemic targets, enabling early intervention. Those who do not attend these reviews often have poorer health outcomes. During the COVID-19 pandemic, there was a 77% reduction in monitoring of HbA1c in the UK. Aim: It is hypothesised that people with diabetes could take finger-prick samples at home for measurement of HbA1c. This study will examine the agreement and correlation of capillary HbA1c values compared with a venous reference standard. It will explore reliability and repeatability of capillary HbA1c testing methods, as well as the direction of effect of storage variables. The study will also explore patient acceptability and safety. It will look at capillary blood methods that would be suitable for posting. Design & setting: A systematic review will be undertaken. Method: The core terms of 'Diabetes', 'HbA1c' and 'Capillary sampling' will be used to search MEDLINE, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Web of Science Core Collection, Google Scholar, OpenGrey, and other grey literature, from database inception until 2021. Risk of bias will be assessed using the 'COSMIN Risk of Bias tool to assess the quality of studies on reliability and measurement error'. Conclusion: A narrative synthesis will be produced to explore whether there are viable postal alternatives to venous sampling, as well as exploring acceptability and safety of patient self-collection. [ABSTRACT FROM AUTHOR]

The novel coronavirus disease 2019 (COVID-19) pandemic and associated mitigation strategies such as "lockdown" are having widespread adverse psychological effects, including increased levels of anxiety and depression. Most research using self-reported data highlights the pandemic's impact on the psychological well-being of females, whereas data for mental health emergency presentations may reflect the impact on male mental health more accurately. We analyzed records of male mental health emergencies occurring in the East Midlands of the United Kingdom during the first national "lockdown." We computed two binary logistic regression models to (a) compare male mental health emergencies occurring during "lockdown," 2020 (5,779) with those occurring in the same period in 2019 (N = 4,744) and (b) compare male (N = 5,779) and female (N = 7,695) mental health emergencies occurring during "lockdown." Comparisons considered the characteristics of mental health emergencies recorded by ambulance clinicians (Primary Impressions), and the socioeconomic characteristics of communities where emergencies use the Index of Multiple Deprivation. We found that during "lockdown," male emergencies were more likely to involve acute anxiety (odds ratio [OR]: 1.42) and less likely to involve intentional drug overdose (OR: 0.86) or attempted suicide (OR: 0.71) compared with 2019. Compared with females, male emergencies were more likely to involve acute behavioral disturbance (OR: 1.99) and less likely to involve anxiety (OR: 0.67), attempted suicide (OR: 0.83), or intentional drug overdose (OR: 0.76). Compared with 2019, and compared with females, males experiencing mental health emergencies during "lockdown" were more likely to present in areas of high deprivation. Understanding the presentation of male mental health emergencies could inform improved patient care pathways. [ABSTRACT FROM AUTHOR]

The article discusses updates in the electricity market in Great Britain (GB), particularly its interconnectors after exiting as member of the European Union (EU). Also cited are the signing by GB and EU of the Trade and Cooperation Agreement (TCA), the issue of whether GB can continue participating in the EU Internal Market in Electricity (IEM) after the Brexit Transition Period, and the interconnectors linking the GB market and IEM.

Background: UK and global policies recommend whole-school approaches to improve childrens' inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective interventions, which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure 'systems' change, a framework is required that identifies all components of a whole-school PA approach. The study's aim was to co-develop a whole-school PA framework using the double diamond design approach (DDDA). Methodology: Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n = 9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n = 6) stakeholder groupings. Six draft frameworks were created before stakeholders voted for one 'initial' framework. Next, stakeholders reviewed the 'initial' framework, proposing modifications. Following the workshop, stakeholders voted on eight modifications using an online questionnaire. Results: Following voting, the Creating Active Schools Framework (CAS) was designed. At the centre, ethos and practice drive school policy and vision, creating the physical and social environments in which five key stakeholder groups operate to deliver PA through seven opportunities both within and beyond school. At the top of the model, initial and in-service teacher training foster teachers' capability, opportunity and motivation (COM-B) to deliver whole-school PA. National policy and organisations drive top-down initiatives that support or hinder whole-school PA. Summary: To the authors' knowledge, this is the first time practitioners, policymakers and researchers have co-designed a whole-school PA framework from initial conception. The novelty of CAS resides in identifying the multitude of interconnecting components of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, CAS presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives 'with' schools, while abandoning outdated traditional approaches of implementing interventions 'on' schools. [ABSTRACT FROM AUTHOR]

Leader-Member Exchange (LMX) theory suggests that the quality of the leader–employee relationship is linked to employee psychological health. Leaders who reside at different hierarchical levels have unique roles and spheres of influence and potentially affect employees' work experiences in different ways. Nevertheless, research on the impact of leadership on employee psychological health has largely viewed leaders as a homogeneous group. Expanding on LMX theory, we argue that (1) LMX sourced at the levels of the line manager (LM) and senior management (SM) team will be differentially linked to employee psychological health (assessed as worn-out) and that (2) these relationships will be mediated by perceived work characteristics (reward and recognition, workload management, quality of relationships with colleagues and physical environment). Structural equation modelling on data from 337 manual workers partially supported the hypotheses. Perceptions of the physical environment mediated the relationship between LMX at the LM level and employee psychological health, whereas perceptions of workload management mediated the relationship between LMX at the SM level and psychological health. These findings corroborate arguments that leaders are not a uniform group and as such the effects of LMX on employees will depend on leadership hierarchy. Implications for expanding leadership theory are discussed. [ABSTRACT FROM PUBLISHER]

Describes introduction of a community nutrition risk assessment initiative in liaison with a local primary care trust (PCT) in Great Britain. Benefits of nutritional screening; Financial savings for PCT; Keys to successful screening.

Examines the use of research-based care in treating mentally ill patients placed in acute psychiatric units in Great Britain. Problems associated with the implementation of research in medical practice; Consideration of nursing as a research-based profession; Accounts on the organizational cultural differences in nursing.

A survey of results of local elections held in Newcastle-under-Lyme, England, showed that the electorate in Newcastle-under-Lyme was much less interested in local politics than in national politics. In fact there was considerable ignorance about the election, not only amongst the ordinary voters, but to a lesser extent among the party members. It was noticeable, however, that many people were vaguely uneasy about their apathy. A civic conscience still exists, whose inner promptings makes the elector feel that he should exercise his local franchise and take part in affairs of his municipality. This is especially the case in the countryside where communities are more on the face-to-face pattern and older traditions, such as independent voting, still linger on. But when all is said and done, local politics of the constituency present a rather dismal picture. It is possible that the pattern of politics in Newcastle-under-Lyme is not typical of Great Britain. Certainly there is bound to be a great variety of political behaviour between different parts of the country; just as there are contrasts even within a single division.

The NHS Litigation Authority (NHSLA) has a remit to contribute to improvements in the safety of NHS patients and staff, and this article describes the ways in which information on the clinical negligence and non clinical liability claims managed by the Authority are used for risk management purposes. In March 2011, the NHSLA delivered a pioneering conference on Learning from mistakes in conjunction with claimant solicitors, Irwin Mitchell which considered the ways in which lessons have been learned from errors and explored opportunities for further improvements. The article concludes that the NHSLA has done much to promote learning from claims. [ABSTRACT FROM AUTHOR]

Background/Aims: Patellofemoral pain and patellofemoral joint osteoarthritis are common non-self-limiting conditions. The two conditions are on a continuum with 20–30% of patellofemoral pain patients showing radiographic and magnetic resonance imaging features of patellofemoral joint osteoarthritis. Evidence suggests reduced pressure pain thresholds, locally and remotely from the site of reported pain, are a feature of patellofemoral pain in adolescent females. However, a paucity of evidence exists for male and female adults with no studies considering pressure pain thresholds in patellofemoral joint osteoarthritis. Exploring if pain sensitisation is a dominant feature of patellofemoral pain and patellofemoral joint osteoarthritis, and if a subgroup at and increased risk can be identified, may guide future treatments for instance the need for components aimed at neurological pain. The primary aim is to measure local and remote pressure pain thresholds in patellofemoral pain and patellofemoral joint osteoarthritis patients compared to matched controls. Secondary aims will consider the relationship between pressure pain thresholds and patellofemoral pain/patellofemoral joint osteoarthritis severity and knee function. Methods: A total of 13 patellofemoral pain patients, 15 patellofemoral joint osteoarthritis patients and 54 age and sex matched controls were recruited from UK male and female adults. Demographic details, Tegner activity level score, symptom duration, Kujala score (for patellofemoral pain severity), Knee injury and Osteoarthritis Outcome Score score (for patellofemoral joint osteoarthritis severity) and Whatman score rating of five single leg squats (for knee function) were recorded. Pressure pain thresholds were measured at six sites: five local around the knee, one remote on the contralateral leg. Between-group differences were tested using analysis of variance techniques. Strength of association between pressure pain thresholds and patellofemoral pain/patellofemoral joint osteoarthritis severity and knee function were tested using Spearman's rank order correlation. Results: No statistically significant difference in pressure pain thresholds were identified between the patellofemoral pain patients and matched controls (F(1,31)=0.687, P=0.413, h2=0.022). Similarly, no difference in pressure pain thresholds were identified between the patellofemoral joint osteoarthritis patients and matched controls (F(1,47)=0.237, P=0.629, h2=0.005). Conclusions: Contrary to the hypothesis, no difference was found between patellofemoral pain nor patellofemoral joint osteoarthritis patients and matched controls. [ABSTRACT FROM AUTHOR]

Two letters to the editor are presented in response to the articles concerning the advantages of a five-day work week for factory workers and studies for best locomotive engines in Great Britain.

Background: Stored glycogen is an important source of energy for skeletal muscle. Human genetic disorders primarily affecting skeletal muscle glycogen turnover are well-recognised, but rare. We previously reported that a frameshift/premature stop mutation in PPP1R3A, the gene encoding RGL, a key regulator of muscle glycogen metabolism, was present in 1.36% of participants from a population of white individuals in the UK. However, the functional implications of the mutation were not known. The objective of this study was to characterise the molecular and physiological consequences of this genetic variant., Methods and Findings: In this study we found a similar prevalence of the variant in an independent UK white population of 744 participants (1.46%) and, using in vivo (13)C magnetic resonance spectroscopy studies, demonstrate that human carriers (n = 6) of the variant have low basal (65% lower, p = 0.002) and postprandial muscle glycogen levels. Mice engineered to express the equivalent mutation had similarly decreased muscle glycogen levels (40% lower in heterozygous knock-in mice, p < 0.05). In muscle tissue from these mice, failure of the truncated mutant to bind glycogen and colocalize with glycogen synthase (GS) decreased GS and increased glycogen phosphorylase activity states, which account for the decreased glycogen content., Conclusions: Thus, PPP1R3A C1984DeltaAG (stop codon 668) is, to our knowledge, the first prevalent mutation described that directly impairs glycogen synthesis and decreases glycogen levels in human skeletal muscle. The fact that it is present in approximately 1 in 70 UK whites increases the potential biomedical relevance of these observations.