East Renfrewshire (Scots: Aest Renfrewshire; Scottish Gaelic: Siorrachd Rinn Friù an Ear) is one of 32 council areas of Scotland. Until 1975, it formed part of the county of Renfrewshire for local government purposes along with the modern council areas of Renfrewshire and Inverclyde. Although no longer a local authority area, Renfrewshire still remains the registration county and lieutenancy area of East Renfrewshire.The East Renfrewshire local authority was formed in 1996, as a successor to the Eastwood district, with the Levern Valley (which came from Renfrew district) being annexed. East Renfrewshire has borders with East Ayrshire, Glasgow, Renfrewshire, South Lanarkshire, and North Ayrshire..
Background: Most primary school Physical Education (PE) has relatively little health-enhancing moderate-to-vigorous physical activity (MVPA). - A promising theory and evidence-based intervention, the ‘SHARP Principles’ model, has been effective in making PE lessons more active in one area of England. This protocol paper explains the rationale for use of the SHARP intervention, and the methods used to examine the feasibility and acceptability of a version of SHARP translated for use in Scotland (SHARP Scotland). Methods: The feasibility of SHARP Scotland will be evaluated by key areas of focus for feasibility studies: Acceptability, Implementation, Integration, Limited Efficacy Testing. A combination of process measures, including observations, session delivery records, accelerometry-data collection, questionnaires, and semi-structured qualitative focus groups with teachers and pupils will be used. The feasibility and suitability of the SHARP Scotland intervention for a future Randomised Control Trial (RCT) will be assessed. The study will involve children from 8-11 years old (Primary 4 to 6) in two schools, one large urban school, and one smaller school; four classes will be randomly assigned to the intervention group (will be taught by class teachers with SHARP approach training), and four classes randomly assigned to the usual-care (standard curriculum) control group (taught by class teachers without SHARP training). Within the 8-week intervention, MVPA in the intervention group will be targeted by encouraging class teachers to deliver their PE classes in more active ways, following SHARP Principles. A maximum of 64 PE lessons delivered in a SHARP way will be conducted to assess the effectiveness of the intervention. Discussion: The outcome of this study will be an assessment of whether applying the SHARP intervention is feasible in Scottish schools. Identification of any modifications to the intervention or evaluation which are required will provide insight for a fully powered effectiveness trial in the future, if appropriate.
Introduction: Incidence of anaphylaxis has increased threefold in the last 20 years, with 17% of preventable fatalities occurring in UK schools. The aim of this study was to measure schools’ anaphylaxis preparedness across the West of Scotland. Methods: A survey was distributed to primary and secondary schools between January-June 2020. The objective and subjective preparedness levels were assessed by analysing item responses that reflected schools’ adherence to National/European guidelines, as well as their perception of preparedness. A scoring system was applied to classify schools as ‘equipped & ready’, ‘transitional’, ‘improvements required’ or ‘unprepared’. Results: 155 schools responded, of which 72% (n=112) had pupils registered with severe allergies, issued with an adrenaline auto injector (AAI). 27% (n=44) had personalised allergy action plans in place, less than half of applicable schools (n=112) stored AAIs accessibly (n=54, 47%), and just 38% had canteen allergen labelling (n=59). 16% of schools had an allergy management policy (AMP, n=25), and previous experience managing anaphylaxis was associated with AMP implementation (p=0.009). Schools rated their perceived preparedness highly, however only 5% (n=8) were categorized as ‘equipped & ready’ (score >75%) with a mean preparedness score across schools of 50%. Schools supported a need for a standardised national AMP and further training (n=151, 93%). Conclusion: The results demonstrate a low level of schools’ anaphylaxis preparedness across the region, where experience may promote preparedness over available guidance. Statutory training may be required to support the implementation of an AMP and raise allergy awareness.
PurposeThe paper seeks to describe the development of an internet web site to commemorate Holocaust Memorial Day 2004.Design/methodology/approachThe paper provides a descriptive overview of the development of the site, detailing the planning of the site, its contents and the subsequent reaction.FindingsThat the public library is well‐placed to engage in creation of information resources that challenge ignorance and racism.Research limitations/implicationsThe paper suggests that further research needs to be done into library‐created resources created for communities.Practical implicationsIt is of practical use for libraries planning the creation of subject‐specific internet resources or community web sites.Originality/valueThe paper discusses the role of the public library in creating unique information resources and as such develops the theme of the public library as content creator as well as content provider.
