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Clean Air Day 2022: Air pollution impacts every organ in the body

  • For the first time the weight of scientific evidence has come together to confirm that air pollution affects every organ in the body.
  • Contrary to this evidence, when asked most Brits are not aware of the broad health impacts caused by air pollution.
  • The co-ordinators of Clean Air Day, Global Action Plan, want to ensure that the public know that there are actions they can take to decrease both air pollution and its negative health impacts.

 

The evidence base behind Clean Air Day, the UK’s largest campaign on air pollution by Global Action Plan, today reveals the weight of scientific evidence has strengthened, thereby allowing the organisation to publicly confirm for the first time that air pollution can impact every organ in the body.

The relationship between air pollution and our health has been studied for decades. However, 2022 is the first year Global Action Plan’s review of the evidence base, which is approved by a number of expert bodies[*], has been able to confirm that air pollution can have health impacts on every major organ in the body, can shorten our lives, contribute towards chronic illness and put us more at risk from COVID-19. When we breathe polluted air, it can inflame the lining of our lungs, moving into our bloodstream ending up in the heart and brain, causing lung disease, heart disease, dementia, strokes, and cancer. 

 

As part of Global Action Plan’s ongoing measurement of public attitudes and behaviours around air pollution in partnership with Opinium, survey data (conducted in June 2022) shows the lack of public awareness on the extent of the health impacts of air pollution. Poor air quality dirties every organ in the body, but Brits only connect it with lung related health issues.

 

  • Nearly half (49%) of people think air pollution is connected to worsening of asthma symptoms and 46% to development of asthma.
  • 44% also rightly connect it to poor lung function development, 42% bronchitis, and 35% lung cancer.
  • Only 12% of Brits associate it with strokes, 10% with dementia, and 18% poor brain development.

 

While public understanding on the health impacts of air pollution is imperative, it is also important that people understand there are actions they can take to decrease air pollution.

 

Global Action Plan’s Clean Air Day campaign explains the health impacts, but also showcases the simple steps we can all take to reduce the air pollution we cause and the positive impact that taking action will have for us and our wider community. Whilst these actions are important to give people the agency to tackle air pollution, the campaign also recognises the crucial role that decision makers play in creating clean air communities for all.

 

In line with the evidence and this year’s Clean Air Day theme “Air pollution dirties every organ in your body. Take steps to improve your health and the planet this Clean Air Day”, Global Action Plan is promoting the primary action of walking for shorter journeys, for those who can. A quarter (25%) of journeys in England are under one mile, so for those who are able, swapping the car to walk can make a difference. The charity has also launched its first ever Clean Air Day Walking Playlist and walking toolkit to motivate Brits whilst out walking.

 

The key actions for Clean Air Day 2022 include:

  • Talking to someone about the harms of air pollution.
  • Walking those short distance trips and leaving the car at home, where you can.
  • Asking local and national decision makers to make it easier to walk more and have clean air in your community. 

 

The public can also access free resources on the Clean Air Day website, learn more about air pollution on the Clean Air Hub and calculate their air pollution footprint with suggested actions to reduce it using the Air Pollution Calculator. Ahead of Clean Air Day, Global Action Plan has also launched a free healthcare tool, in partnership with Boehringer Ingelheim and Newcastle Hospitals, designed to help NHS leaders tackle air pollution.

 

Larissa Lockwood, Director of Clean Air at Global Action Plan says: “Air pollution puts the health of our whole body at risk, it is beyond just a lung health issue. With a growing evidence base, we are able to talk even more clearly about the health harms that air pollution causes for everyone, not just those who are vulnerable. But we want the public to know that there is hope – simple actions do have a positive impact on our health and our communities. By asking those who can, to ditch the car for short journeys this Clean Air Day, we hope to inspire and normalise walking and cycling for short trips. Not only will walking reduce your air pollution footprint and exposure, it is also the healthiest and cheapest way to get around. But it’s not always easy, so we also want people to ask local decision makers to make it easier for them to walk more and have cleaner air in their community.”

 

Dr Karen Exley, UK Health Security Agency says: “Air pollution damages our health in a number of different ways and even shortens our life expectancy. Our understanding of the effects of pollution is increasing all the time and improving the quality of the air we breathe in could prevent thousands of respiratory and cardiovascular diseases over the next two decades. We must all make it a priority to reduce air pollution. Every one of us has a shared responsibility to take action and campaigns like Clean Air Day demonstrate how every action has a positive impact.’’

 

Professor Stephen Holgate, Air Quality Expert, says: “Even though we can’t see it, air pollution impacts our health from our first breath to our last. When we breathe polluted air, it can inflame the lining of our lungs and get into our bloodstream ending up in the heart and brain. It is the biggest environmental threat to our health, no matter who you are or where you live, as air pollution is toxic right down to zero. This growing body of evidence, however harrowing, provides an opportunity to showcase the health impact air pollution has on all of us. I hope this latest analysis highlights the need to act urgently – air pollution is a public health crisis.”

 

Professor Frank Kelly, Air Quality Expert, says: “The health and planetary impacts of air pollution and where you are most exposed to poor air quality is still widely misunderstood by the public. Analysis like this, as well as public campaigns like Clean Air Day are imperative to raising awareness and further system level change. We need bolder clean air policies and regulation.”

 

[*] Including: Professor Sir Stephen Holgate CBE, UKRI Clean Air Champion and Clinical Professor of Immunopharmacology at the University of Southampton; Professor Jonathan Grigg, Professor of Paediatric Respiratory and Environmental Medicine at Queen Mary University of London; and Dr Benjamin Barratt, Deputy Director of the Environmental Research Group at Imperial College London

F1® Manager 2022 partners with F1® in Schools to support future STEM talent

 

Frontier Developments joins the Aramco F1® in Schools World Finals as a judging partner, with F1® in Schools appearing in F1® Manager 2022.

 

Cambridge, UK – June 15, 2022  Frontier Developments plc (AIM: FDEV, ‘Frontier’) announced today a partnership with F1® in Schools, which will see the F1® Manager developer join the judging panel at the 2022 Aramco F1® in Schools World Finals, held at Silverstone, UK from  9th  – 15th July 2022 . The  Aramco F1® in Schools World Finals will also appear in the upcoming F1® Manager 2022 via the game’s in-game email system, as an annual marketing opportunity for budding Team Principals to support Science, Technology, Engineering and Maths (STEM) talent.

 

As well as presence on the judging panel, Frontier will also attend the World Finals with their careers team, to talk about graduate and entry level opportunities at their studio in Cambridge.

 

In the officially licensed F1® Manager 2022, fans will write their own chapter in a bold new era for Formula 1®, stepping into the role of Team Principal at one of 10 2022 F1® teams to put their name in the sport’s illustrious history books. From designing components and recruiting talented drivers and key staff, to making reactive, data-led decisions on track, experienced through broadcast quality visuals and audio. Players can learn more about F1® Manager 2022 in the latest gameplay trailer and step onto the pit-wall themselves from August 25 across PC, PlayStation® 5, Xbox Series X|S, PlayStation® 4 and Xbox One.

 

F1® in Schools, now in its 22nd year, is the world’s biggest, most exciting student STEM initiative. Researching, designing, making, and racing an F1® car of the future is at the core of F1® in Schools. Teams then race each other head-to-head on the F1® in Schools 20 metre racetrack. The challenge can be used as an education tool or hook to engage students in STEM subjects. This gives students the opportunity to develop key skills such as communication, presenting and teamwork, while forming the foundation for any career path they choose to follow.

 

Chad Young, Director of Publishing at Frontier Developments said: “We are delighted to partner with F1 in Schools to support the excellent work they do in promoting Science, Technology, Engineering and Maths (STEM) related subjects. At Frontier, we are regularly recruiting promising talent across our development and publishing teams, and we are very lucky to have a wealth of technical and creative expertise within the entire organisation, so ensuring that the next-generation have access to opportunities like the F1 in Schools competition is very important to us. We’re very excited to join the Aramco F1 in Schools World Finals 2022 as judges and to witness schools from around the world showcasing their skills.

 

Andrew Denford, Founder and Chairman, F1 in Schools added: “We’re very excited to be linking with Frontier Developments and F1 Manager 2022 at this year’s Aramco F1 in Schools World Finals. I know that their judges will be blown away by the outstanding talent of the teams competing at Silverstone. Our competition has so much synergy with the game too, with our teams taking on roles and racing their own design of cars, developing strategies and making many decisions along the way, so I’m sure all the students will be keen to put their talents to the test as a Team Principal in F1 Manager 2022. 

F1® Manager 2022 launches on August 30 on PC, PlayStation® 5, Xbox Series X|S, PlayStation® 4 and Xbox One for a suggested retail price of £44.99/$54.99/€54.99. However, players looking to get ahead of the grid will be able to pre-order the game digitally and experience F1® Manager 2022 five days early from August 25. The game will also be available in physical format for PlayStation® 5, Xbox Series X|S, PlayStation® 4 and Xbox One for a suggested retail price of £44.99/$54.99/€54.99.

 

*Early access and discount is exclusively available to those pre-ordering digitally. On PlayStation platforms, players must be a PlayStation Plus subscriber to receive the 10% pre-order discount.

 

For more news and information about F1® Manager 2022:

Website: https://www.f1manager.com

Facebook: https://www.facebook.com/F1ManagerGame

Twitter: https://twitter.com/f1manager

Instagram: https://instagram.com/f1manager

YouTube: https://www.youtube.com/c/F1-Manager-game  

 

For more news and information about F1® in Schools.

Website: https://www.f1inschools.com/

Facebook: https://www.facebook.com/F1inSchoolsHQ/ 

Twitter: https://twitter.com/F1inSchoolsHQ

Instagram: https://www.instagram.com/f1inschoolshq

YouTube: https://www.youtube.com/channel/UC5dVY0LZ7clGy_Gx3IjoSHw

We cannot talk about students’ futures without passionately making the case for STEAM and creativity

 

Lauren Wallace, Physics teacher and STEAM Lead from Bishopbriggs Academy, shares why she sees cross-disciplinary collaboration between Science, Technology, Engineering, Arts and Maths as an integral part of her students’ development

As a sector, we’ve happily moved beyond the belief that Science, Technology, Engineering, Arts or Maths (STEAM) should sit isolated in a vacuum. It’s self-apparent that the most impressive, important and engaging developments in society are taking place at the convergence of these fields, with new initiatives in business, environmental conservation, healthcare and much else drawing on the knowledge (and talent) of people collaborating across these different areas. 

All the STEAM subjects can creatively complement one another, each offering different tools and perspectives to address an enormous range of challenges and opportunities. Science and Technology might combine to create new diagnostic tools for health issues, while Arts and Maths might enable people to better understand important numeral information through beautiful illustrations. In the real world, these opportunities for creative cross-disciplinary collaboration are truly unlimited (just think of the internet or the aeroplane) but are only possible when we can take step back and use creative thinking to conceive of how they might be successfully combined.

To thrive professionally in a future workforce, students must develop an appreciation of how all the STEAM subjects can interact to produce new innovations – and vitally, must also recognise the fundamental need for creativity in order to make this happen.

That’s why as a STEAM lead, I’m interested in UNBOXED. Creativity sits at the heart of the UNBOXED Learning Programme, which is designed to support schools in developing these skills within young people in their classroom.

This free programme, for young people aged 4 – 19, is an example of placing creativity centre stage in a STEAM-based learning environment. From a bio-diverse forest in a city centre to an epic scale model of the solar system, schools can experience first-hand these creative successes when engineering and art, scientific research and technological innovation come together.

What drew me to the UNBOXED Learning Programme was how its various projects, and the resources available, showcase what can happen when creativity and STEAM are combined. It is evident both inside and outside the classroom, from digital learning to in-person experiences. As an educator, you’re teaching the same curriculum. The variety of this programme gives teachers the chance to add excitement, real-world learning and innovation into our lessons to inspire students.

The barriers to teaching STEAM are that teachers don’t have the time or confidence to build and deliver a lesson. As a Physics teacher, my specialism is in the ‘S’ part of STEAM but the range of activities from UNBOXED gives teachers more confidence in broader STEAM teaching whilst not needing to be a specialist in any particular area. The quality of the resources from high profile artists and scientists is also to a very high standard which means that staff feel confident in presenting the material.

UNBOXED’s Dandelion project has been empowering students in Scotland to learn about growing, share in community harvests and work together for a more sustainable future. We are currently running the project with over 200 students in our school. To date, the feedback has been that it was their favourite part of the year for many students.

One of the questions I often get asked is how other teachers can build STEAM into lessons. My response? Let young people explore their creativity. With STEAM learning, you’re facilitating this. Using the ready-made activities from the UNBOXED Learning Programme can be used to support those conversations.

Created for young people aged 4 – 19, the UNBOXED Learning Programme is a once-in-a-lifetime opportunity that brings together digital and in-person learning experiences across STEAM from March to October 2022. Learn more here: https://unboxed2022.uk/learning-programme

 

 

Two Discovery Education Services Win 2022 SIIA CODiE Awards

 

 

The Discovery Education K-12 learning platform won the Best Education Platform award for PK-20 and the Mystery Science service earned the Best Science Instructional Solution award for Grades PK – 8 as part of the recent 2022 SIIA CODiE Awards. The prestigious CODiE Awards recognize the companies producing the most innovative education technology products across the country and around the world. 

 

“Discovery Education is proud of SIIA’s recognition of its K-12 platform and Mystery Science service and we thank the CODiE Award judges’ for their commitment to carefully reviewing all the entries in this year’s competition,” said Scott Kinney, Discovery Education’s CEO. “Discovery Education is dedicated to preparing learners for tomorrow by creating innovative classrooms connected to today’s world, and we are proud of the role our services play in supporting that mission. This recognition will inspire the Discovery Education team to continue to create innovative services that support the creation of the dynamic digital learning environments today’s educators and students demand and deserve.” 

 

The Discovery Education K-12 learning platform, which earned the Best Education Platform award for PK-20, connects educators to a vast collection of high-quality, standards-aligned content, ready-to-use digital lessons, intuitive quiz and activity creation tools, and professional learning resources. Providing educators an enhanced learning platform, the Discovery Education platform facilitates engaging, daily instruction in any learning environment. The flexible K-12 learning platform is designed to work within the school systems’ existing infrastructure and workflows and provides safe, secure, simple access methods for educators and students. Through expanded, lasting partnerships with Microsoft Teams, Google Classroom, Schoology, Canvas, Brightspace, and Clever, integrating Discovery Education’s K-12 learning platform into existing IT architecture is easier than ever.   

 

Mystery Science, which joined the family of Discovery Education services in 2020 and won the Best Science Instructional Solution award for Grades PK – 8, provides K-5 educators simple to use, open-and-go, hands-on lessons that inspire students to love science. Each lesson begins by posing a question commonly asked by young students, followed by a series of brief videos and prompts to guide class discussion. The lesson concludes with a hands-on activity designed to bring learning to life. 

 

As the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place, Discovery Education has previously won CODiE awards for STEM Connectsocial impact educational initiativesScience Techbook, and the Social Studies Techbook Series

 

“The 2022 EdTech CODiE Award winners exemplify the outstanding products, services and overall innovation that enables learners of all types to connect with educators and educational materials,” said SIIA President Jeff Joseph. “We are so proud to recognize this year’s honorees – the best of the best – that provide solutions to many of the critical challenges facing learners today – from access and equity, to personalized and tailored learning and beyond. Congratulations to all of this year’s CODiE Award winners!” 

 

The Software & Information Industry Association (SIIA), the principal trade association for the software and digital content industries, announced the full slate of CODiE winners during a virtual winner announcement. Awards were given for products and services deployed specifically for education and learning professionals, including the top honor of the Best Overall Education Technology Solution. 

 

A SIIA CODiE Award win is a prestigious honor, following rigorous reviews by expert judges including educators and administrators whose evaluations determined the finalists. SIIA members then vote on the finalist products, and the scores from both rounds are tabulated to select the winners. 

 

More information about the Awards is available at http://www.siia.net/codie.  

 

Details about the winning products can be found at https://siia.net/codie/eduaction-technology-winners

 

For more information about Discovery Education’s digital resources and professional learning services, visit  www.discoveryeducation.com, and stay connected with Discovery Education on social media through Twitter and LinkedIn.  

The most Googled questions about tutoring, answered by an education expert

During the pandemic, learning and education shifted online. Gone were the classrooms, pupils and teachers, the reality soon became learning via a screen at home. Even though it was a hot topic, many people are still unaware of the concept of one-to-one learning, and the benefits it can bring. With traditional learning back in action, tutoring is still misunderstood, and the effectiveness of the platform is often overlooked. Whether you want to become a tutor yourself, or need one-to-one help with your subjects or course, these are the common questions that people turn to Google for.

To help bridge the gap between the facts and myths, education expert at The Profs, Richard Evans has answered the most Googled questions about tutoring.

1. What skills and qualities are needed to be a tutor?

As a tutor, you are a guide to the student on their way to achieving a goal. A good tutor must be able to help with the basics and guide the student to success. While working with students, you must always follow their educational needs, even if it goes against what you would normally do in your classes. Because of this, you have to be flexible with your methods while tutoring. You can not teach or lecture them like you would any other class. Also, you have to take into consideration that your student may not know all of the information you are giving them.

It is also very important that you have knowledge about the subject you are tutoring in because it allows you to explain concepts better to your students and gives you credibility over someone who is less experienced in  the subject than yourself. Finally you need a love for the job – to perform well as a tutor, the subject and teaching must be something you thoroughly enjoy.

2. How long does an average tutoring lesson last?

The time required for tutoring sessions is always a very important question for students, since you want to be sure they are getting the most out of their sessions. The minimum amount of time needed per session depends on a number of factors: what level the student is at, how long they’ve been studying, whether they are using online or in-person classes, and if they need extra help with specific areas. We usually recommend 1 hour for primary, 90 minutes up to GCSE and 2 hours beyond that, and then adjust depending on the student’s concentration levels and frequency of sessions.

3. Does tutoring improve grades?

In addition to helping you to succeed, hiring a tutor can pay real dividends – 81% of our students achieved a grade increase in their final examinations. One-on-one tutoring sessions are more comprehensive than group learning because they allow a tutor to help with specific problem areas. The student will be able to work on these problems and gain the skills needed to conquer them on his or her own. They can help you to understand how to interpret a question, break down an assignment into manageable components, and approach a problem from different angles.

4. Can tutoring be a full-time job?

Tutoring offers great flexibility – if you want to work part-time, it’s easy to do so. You can also do it alongside another job or career, which means you don’t have to give up your financial independence or professional identity. It can also make for a rewarding full-time career, 38 of our tutors have earned over £100,000 and some top tutors have earned over half a million. The average rate for a private tutor session is between £30 and £42 per hour. We start at £50ph and that rate can increase upwards of £200ph for the very most in demand professional tutors.

5. Which is better between online or in-person tutoring?

The best method of tutoring depends largely on the student’s needs. Online tutoring has the benefit of being accessible around the clock and to everyone.  The drawback is that students need an internet connection that can support video chat, as well as reliable computer equipment. In-person tutoring is limited by location and availability, but it allows for a more in-depth exchange between student and tutor. This type of tutoring is great for students who are interested in speaking with someone face-to-face about their problems or issues. The drawback is that it often requires more time out of class and after lessons, which means more time away from studying other subjects.

For anyone post 13 years old, with the exception of special educational needs, I believe that online tutoring is better. Ask tutors about their online set up and experience because only the very best tutors are making the most of new technologies: interactive software, recording snippets of sessions, online whiteboards such as BitPaper.io and remote control and screen sharing options to bring sessions to life.

 

This piece was brought to you by the experts at https://www.theprofs.co.uk

For more information, please contact jayna@authoritycom.com

New careers website tackles outdated stereotypes about careers in geography

 

Esri UK launches careers resources to inspire more students to study geography and GIS

 

9 June 2022 – Esri UK today announced a new Careers with GIS website, designed to inspire more students to study geography and GIS at GCSE, A-level and degree level, by highlighting the rewarding and exciting careers that these subjects lead to.

 

Containing stories from real professionals working with GIS (Geographic Information Systems), from drone pilots and engineers to those tackling climate change or conserving wildlife, the website aims to dispel the outdated stereotypes about which careers are open to those with geography qualifications. The rich variety of jobs included demonstrates how geospatial technology skills are currently in growing demand across many different sectors, particularly within the sustainability and environmental industries.

 

Content on the site includes videos and interactive story maps to be used by teachers, parents/carers, careers advisors and students, to give inspiration when choosing subjects, helping people realise that studying geography and GIS is the first step towards a fulfilling career. Using filters, the site allows students to narrow down different job profiles which they are most interested in. Profiles include GIS experts working at CostainSustransThe Rivers TrustPlantlife International and the Scottish Wildlife Trust.

“Teachers tell us that students face pressure to drop Geography because the huge range of well-paid and fulfilling jobs connected to the subject are invisible from the classroom. Careers with GIS has been created to reveal what’s out there, break down outdated stereotypes of what geographers do and who can be a geographer,” said Katie Hall, Education Manager, Esri UK. “The geospatial sector is currently crying out for new people – particularly with the growth of environmental and climate change related industries. Learning geography and GIS skills can help students find fulfilling careers, empowering them to make the world a better place.”

 

For geography undergraduates thinking about future careers, the site gives advice on what skills they’ll need to gain during their degree to apply for a growing range of jobs. Other useful resources include links to job vacancies, the GeoMentor scheme, plus industry sites including the Royal Geographical Society, Black Geographers and Women in Geospatial. 

Steve Brace, Head of Education and Outdoor Learning, Royal Geographical Society, said: “From flying drones to working across Government, analysing Britain’s rivers or creating a new map of Qatar’s roads – Esri UK’s career materials illustrate the wide range of roles open to those who can apply their geographical expertise and GIS skills in the workplace. These jobs are helping businesses and governments achieve more and addressing the key challenges facing our societies and environment. So, if geography students want to see where GIS might take them, the Royal Geographical Society encourages them to find extra inspiration in Esri UK’s career profiles.” 

 

Simon Holland, Head of Faculty for Geography, Bilborough Sixth Form College, Nottingham, commented: “GIS is such a big growth area for careers and lots of our students progress to this industry, often finding out about these careers after studying geography at university. Therefore, it’s invaluable to have such an exciting GIS careers resource which features a diverse range of people, job roles and backgrounds, for use at an earlier stage in their careers journey. ‘Careers with GIS’ is an excellent resource for integrating careers into teaching and for enabling students to explore in more depth the diverse and exciting world of careers with GIS.” 

“The new website is different to other geography-related careers resources as it focuses on careers which use the technology and skills of GIS, which today includes interactive mapping, artificial intelligence, digital twins, drones and mobile apps,” concluded Hall. “The site is a long-term project which will see the content continue to grow – we’re now on the look-out for more professionals to feature on the site to help enthuse future GIS experts.” 

GEMS Education launches scholarship programme to mark Queen Elizabeth II’s Platinum Jubilee

• Programme to award one scholarship for every year of Queen’s 70-year reign
• 70 pupils to benefit from scholarships, each covering tuition fees for a full year
• GEMS students from across 43 GEMS schools will be eligible for scholarships

DUBAI, United Arab Emirates: GEMS Education has launched a new scholarship programme in celebration of Queen Elizabeth II’s Platinum Jubilee, which marks the 70th anniversary of the accession of the British monarch in 1952. A total of 70 scholarships, each covering the full cost of a year’s tuition, will be awarded to students from across 43 GEMS schools.

Sunny Varkey, Founder, GEMS Education, said: “As the UAE’s oldest and largest school operator, we have been providing a world-class education based on the British curriculum ever since 1984, when we opened GEMS Cambridge International School in Dubai. Today, the lion’s share of our schools offers British curriculum pathways and qualifications, and we know how much GEMS parents and students value these.

“This new scholarship programme is our way of giving back to our community while recognising our strong bonds with the United Kingdom and the remarkable milestone of its much-loved monarch.”

Dino Varkey, Group Chief Executive Officer, GEMS Education, said: “We are pleased to be able to mark this historic occasion by awarding a full year’s scholarship for each of the 70 years that the Queen has been on the throne. It is our honour and privilege to be able to support and facilitate the education of students from all over the world through this new scholarship programme.”

British curriculum schools make up the majority of GEMS schools, with GEMS students of all ages today engaged in myriad activities marking the Platinum Jubilee, joining the celebrations taking place across the United Kingdom.

 

Get your students to explore the potential of their own brain and answer Life’s Big Questions

London, 8 June 2022: Students aged 7 – 11 across the UK are invited to participate in an interactive survey titled Life’s Big Questions. Created by Dreamachine, a one-of-a-kind programme setting the minds of the UK public alight with its magical journey to explore the extraordinary potential of your mind, the online survey is hosted by Martin Dougan (CBBC Newsround), together with globally renowned neuroscientist and author Anil Seth and philosopher Fiona Macpherson. The survey is an interactive exploration of the amazing power of the human brain and how we each experience the world that places young people’s perceptions at its core.

 

Life’s Big Questions connects children’s voices across the four nations, celebrates their unique differences, and gives a student voice perspective on what matters to them most. Involve your students in the unique opportunity and let their thoughts and perceptions on the human mind be heard.

 

Rooted in the United Nations Convention on the Rights of the Child, Life’s Big Questions invites children to explore big scientific and philosophical questions about how we experience the world and why our senses aren’t as simple as they seem. Centred around five ‘big questions’ such as ‘Can I believe everything I see?’ or ‘ Are colours only in my mind?’ the survey gives voice to how young people experience the world around us and their connection with others.

 

Created for flexible learning and easy for teachers to build into their lessons or enrichment sessions, the pupil facing website will host a short video introducing each question. There will then be several fun examples illustrating the question, and a simple question that pupils can answer. Pupils that take part will then be able to see how their answers compare with children across the UK – encouraging them to consider the ways we are similar – and what makes us unique.

Each question includes Q&As with world-leading experts in science and philosophy, explaining why we experience the world the way we do. Simple step by step activities, including audio clips and optical illusions, will guide a whole class or individual pupil through the survey. The survey can be completed as a whole class or individually.

 

Professor Anil Seth says: “I believe that children are intrinsically curious about consciousness and perception – about how we each experience the world, and why we have conscious experiences at all. By engaging with children about these fundamental topics, we’ll be able to cultivate this curiosity, build greater understanding and empathy, and foster greater wellbeing too – because understanding how we’re each different on the inside is an important part of bringing us together and forging connections. And we’ll also hope to discover fascinating new data about how children across the country experience their worlds.”

Fusing science with arts, the Dreamachine themes offer compelling classroom investigation on the power of the human mind, our amazing brains and the big questions of perception and consciousness – our sense of self, how we see the world and how we connect with others. All associated resources are linked to curricula across England, Scotland, Wales and Northern Ireland.

Life’s Big Questions is launched as part of the Dreamachine Schools programme, a major programme developed by A New Direction in partnership with the British Science Association, UNICEF UK and We The Curious, commissioned as part of UNBOXED: Creativity in the UK.

 

Steve Moffitt, CEO of A New Direction, said: “We launch Life’s Big Questions as schools come to the end of yet another challenging academic year; schools need to manage staff capacities, learning loss for students, and the mental health and wellbeing of both pupils and teachers. At A New Direction we have created this suite of high-quality learning assets and resources, a programme of CPD and a set of light touch time bound exercises which all address big conceptual questions that feel relevant and useful for schools at this present time.”

 

The first 500 schools to take part and register will have the opportunity to win in-school experiences for their students, including an online Q&A with leading scientists or philosophers and a science themed workshop. Sign up today.

 

 

For more information

To find out more about Life’s Big Questions and watch the invitation video for schools, please visit schools.dreamachine.world/lifes-big-questions/

Campus Crime: London School of Economics reports over £250k of thefts

 

Laptops, mobile phones, and Rolex watches reported as lost or stolen by students and staff

 

London, 8th June 2022 The London School of Economics and Political Science (LSE), a leading research institution, has recorded nearly £250,000 in stolen electronic devices, including laptops, tablets and phones, over the past five years according to official figures.

 

The data which was retrieved via the Freedom of Information Act (FOI) and analysed by the Parliament Street think tank, observed the number of stolen electronic devices from LSE year on year from 2017 to 2022, as well as the total cost of devices lost.

 

In total, £242,744 worth of devices were listed as stolen, with laptops, tablets and phones accounting for 78 per cent of the devices.

 

Overall, the 208 stolen laptops, tablets and phones totalled £189,934 worth of lost devices, with 126 laptops, 61 phones and 21 tablets reported as stolen.

 

The year with the greatest monetary loss was 2017, with 54 stolen devices totalling £50,740 whilst 2019’s 57 stolen devices was the highest volume of devices during the reporting period.

 

Outside of laptops, tablets and phones, a further £52,810 in devices including network switches, cameras and a Rolex watch were reported stolen.

 

The news comes following the government’s Cyber Security Breaches Survey, revealing that an alarming 92 per cent of universities have been targeted a cyber-attack in the past 12 months.

 

Cyber crime expert Achi Lewis, Area VP EMEA for Absolute Software, commented: “Large organisations naturally have a greater task of ensuring that devices are fully protected, and the vast number of interactions that happen at universities like LSE can increase the chances of devices being stolen or misplaced. As such, it is essential that cybersecurity measures are put in place, such as resilient zero trust solutions to restrict the access of malicious actors trying to breach stolen devices.

 

“Particularly in industries like the education sector, it is essential that staff, and even students, are properly trained on the key security issues at hand given the volume of sensitive data stored across devices. Effective training will not only aid the prevention of breaches, but also assist staff and students on how to react once a device has been stolen.”

 

Students take to the runway in Blackheath High School fashion show

Blackheath High School hosts first live fashion show in over two years to showcase the incredible design talent of its students.

 

Entitled ‘Disrupt’, the show references the disruption faced by students throughout the pandemic. Students were given the opportunity to experience the roles of fashion designers, makeup artists, models and technical support to put on a professional show for teachers, parents and students.

 

Students from across the senior school showcased their designs, with Year 9 students designing garments in response to the theme of ‘Fears and Phobias’ and Year 11 GCSE students exploring the theme of ‘Beautiful Decay’. Standout outfits drew inspiration from the natural metamorphosis of weathered surfaces and the evolving coastline of Hastings.

 

Students in Year 12 worked with the theme ‘Fragments’, with notable designs including Bo-Thiel Makenzie’s architecturally inspired graphic prints and laser-cut overlays, providing a wonderful contrast to Eloise Marsh’s delicate print surfaces, fluid lines and crocheted details.

 

The show closed with catwalks by Year 13 students showcasing their final collections developed as part of their Textiles A Level coursework. Student Flossy Gobey drew inspiration from Retro Futurism while Mabel McLeod took inspiration from skin and bodily forms, using latex and embroidered embellishments to convey visceral forms.

Blackheath High School’s annual show provides an opportunity to showcase students’ outstanding creativity and practical skills in fashion design, many of which undertake Textile GCSE and A Level.

Using the skills attained at the school, many students have gone on to study at world-renowned arts and design college Central St Martins.

 

Blackheath High School is a member of the Girl’s Day School Trust (GDST) a family of independent schools and academies across England and Wales. It was first established in 1880 as a purpose-built girls school in the heart of Blackheath Village.

 

The school is compromised of a Junior School, Senior School and Sixth Form for girls aged three to eighteen. It is driven by the mission to encourage students to defy gender stereotypes and pursue their own individual passions as part of the school’s extra-curricular activities.

 

Ms Carol Chandler-Thompson, Head of Blackheath High School, said: “Our fashion show is a staple event in the Blackheath High School calendar every year and it was fantastic to come together to celebrate the extraordinary talent of our girls.

“I am consistently blown away by the passion and creativity of our students, but what I was particularly proud of was how amazingly the girls collaborated with each other to make the show a success. We have a vibrant, creative and supportive community at Blackheath High School and nothing shows it off better than our annual fashion show.”

 

Eden Chambers, Year 12 student, said: “It was so exciting to collaborate with other students to put this show together and to share my designs. Everyone had the opportunity to try a new skill, from lighting, to performance to makeup artistry and I am really inspired to complete my textiles A-Level with some new ideas.”

 

www.blackheathhighschool.gdst.net