University of Stirling

About: University of Stirling is a education organization based out in Stirling, Stirling, United Kingdom. It is known for research contribution in the topics: Population & Polyunsaturated fatty acid. The organization has 7722 authors who have published 20549 publications receiving 732940 citations. The organization is also known as: Stirling University.

Improving reporting of meta‐ethnography: The eMERGe reporting guidance

Abstract: The aim of this study was to provide guidance to improve the completeness and clarity of meta‐ethnography reporting. Evidence‐based policy and practice require robust evidence syntheses which can further understanding of people's experiences and associated social processes. Meta‐ethnography is a rigorous seven‐phase qualitative evidence synthesis methodology, developed by Noblit and Hare. Meta‐ethnography is used widely in health research, but reporting is often poor quality and this discourages trust in and use of its findings. Meta‐ethnography reporting guidance is needed to improve reporting quality. The eMERGe study used a rigorous mixed‐methods design and evidence‐based methods to develop the novel reporting guidance and explanatory notes. The study, conducted from 2015 to 2017, comprised of: (1) a methodological systematic review of guidance for meta‐ethnography conduct and reporting; (2) a review and audit of published meta‐ethnographies to identify good practice principles; (3) international, multidisciplinary consensus‐building processes to agree guidance content; (4) innovative development of the guidance and explanatory notes. Recommendations and good practice for all seven phases of meta‐ethnography conduct and reporting were newly identified leading to 19 reporting criteria and accompanying detailed guidance.The bespoke eMERGe Reporting Guidance, which incorporates new methodological developments and advances the methodology, can help researchers to report the important aspects of meta‐ethnography. Use of the guidance should raise reporting quality. Better reporting could make assessments of confidence in the findings more robust and increase use of meta‐ethnography outputs to improve practice, policyand service user outcomes in health and other fields. This is the first tailored reporting guideline for meta‐ethnography.

Gender and Management: New Directions in Research and Continuing Patterns in Practice

Abstract: Management and managing are characteristically gendered in many respects. Over the last 30 years there has been a major international growth of studies on gender relations in organizations in general and in management in particular. This applies in both empirical research and more general theoretical analyses. The area of gender, organizations and management is now recognized in at least some quarters outside of itself as a legitimate, even an important, area. This is to be seen in the current market in publications, in the activities of mainstream international publishers, in journals,1 in courses within degree programmes, and in research groups, networks, and conferences and conference streams. Nevertheless, the field of activity is still somewhat precarious, in some ways very precarious. The vast majority of mainstream work on organizations and management has no gender analysis whatsoever or if it has it is very simple and crude. In business schools and university departments the position of genderexplicit work is very far from established. Even critical management studies, which may be concerned with, for example, power, class, labour process, resistance, discourse, deconstruction, does not necessarily take gender into account.

A mechanistic model of contaminant-induced feeding inhibition in Daphnia magna

Abstract: Particles in water ubiquitously carry a net negative charge. It was hypothesised that the interaction between suspended particles and pollutants in water results in a process of adsorption that can be related to the charge of the pollutant concerned, and that this is a potential route of pollutant uptake by aquatic animals such as particle-grazing zooplankton. Experiments with the alga Chlorella vulgaris were conducted to test the hypothesis that pollutant-induced feeding inhibition in the cladoceran Daphnia magna was dependent on this mechanism. Using compounds differing in charge, results supported the hypothesis that, while all compounds were capable of causing feeding inhibition, electropositive species such as cadmium induced effects close to the chronic no-effect concentration, whereas electronegative species such as vanadium induced effects only at or close to lethal levels. It was suggested that for those compounds capable of causing feeding inhibition at sublethal concentrations, this inhibition would be a key mechanism impairing reproduction and growth, with potential consequences for grazing animals at population and community levels in natural ecosystems.

An International Handbook of Tourism Education

Abstract: Introduction. (J. Tribe, D. Airey). Growth and Development. (D. Airey). Overview of Research. (J. Tribe) Curriculum. Tourism, Knowledge and the Curriculum. (J. Tribe). Curriculum Theory and Practice: A Case in On-line Learning. (S. Elliott, G. Smith). Curriculum, Development and Conflict: A Case Study of Moldova. (J. Tribe). Work Experience and Industrial Links. (G. Busby). International Tourism Education. Australasia. (B. King, S. Craig-Smith). Brazil and Latin America. (S. Leal, M. Auxiliadora Padilha). The Caribbean. (A. Lewis). China. (Wen Zhang, Xixia Fan). East Africa. (Mayaka Melphon). Germany. (W. Freyer et al.). India. (Shalini Singh, Tej Vir Singh). The Netherlands. (M. Venema). North America. (S. Hudson). Slovenia. (T. Mihalic). South Africa. (M. Saayman). United Kingdom. (D. Airey). Teaching, Learning and Assessment.Teaching. (D. Stergiou). The Student Experience. (E. Wickens, A. Forbes). Issues in Teaching and Learning. (B. Wheeller). Assessment. (N. Beckett). Undergraduate Dissertations. (K. Smith). Cultural Issues in Learning. (P. Barron). E-Learning and E-Assessment. (M. Sigala). Teaching and Research. (F. Jordan). Community Education. (S. Cole). Resources, Progression and Quality. Teachers. (M. Stuart-Hoyle). Learning Resources. (L. Bibbings). Careers and Employment. (A. Ladkin). Quality Assurance. (D. Robbins). Postgraduate and PhD Education. (D. Botterill, T. Gale). Postscript. Practical Issues for Design, Delivery, Evaluation and Resourcing of Courses. (M. Moir, L. Hodgkins). Issues for the Future. (D. Airey, J. Tribe).

Effectiveness of a pragmatic education program designed to promote walking activity in individuals with impaired glucose tolerance: a randomized controlled trial.

Abstract: OBJECTIVE To investigate whether a pragmatic structured education program with and without pedometer use is effective for promoting physical activity and improving glucose tolerance in those with impaired glucose tolerance (IGT). RESEARCH DESIGN AND METHODS Overweight and obese individuals with IGT were recruited from ongoing screening studies at the University Hospitals of Leicester, U.K. Participants were randomly assigned to one of three groups. Group 1 received a 3-h group-based structured education program designed to promote walking activity using personalized steps-per-day goals and pedometers. Group 2 received a 3-h group-based structured education program designed to promote walking activity using generic time-based goals. Group 3 received a brief information leaflet (control condition). Outcomes included an oral glucose tolerance test, standard anthropometric measures, ambulatory activity, and psychological variables. Follow-up was conducted at 3, 6, and 12 months. RESULTS A total of 87 individuals (66% male, mean age 65 years) were included in this study. At 12 months, significant decreases in 2-h postchallenge glucose and fasting glucose of -1.31 mmol/l (95% CI -2.20 to -0.43) and -0.32 mmol/l (-0.59 to -0.03), respectively, were seen in the pedometer group compared with the control group. No significant improvements in glucose control were seen in those given the standard education program. CONCLUSIONS This study suggests that a pragmatic structured education program that incorporates pedometer use is effective for improving glucose tolerance in those with IGT. This result is likely to have important implications for future primary care-based diabetes prevention initiatives.