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.

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.

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, and four classes randomly assigned to the usual-care (standard curriculum) control group. 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.

Acetylcholinesterase inhibitors are presently the only treatment available to ameliorate the devastating effects of Alzheimer's disease. Their use is predicated on the cholinergic hypothesis, which identifies the neurotransmitter acetylcholine as crucial in maintaining healthy brain function. In the UK, the most commonly prescribed acetylcholinesterase inhibitor is donepezil (Aricept). Treatment with this medication is however dependent on the patient being at a relevant functional and behavioural level. A case study approach is presented to demonstrate the appropriate assessment strategies to estimate the individual's functional and behavioural level, as well as the potential benefits and risks associated with this pharmacological therapy. The importance of involving patients and their family at each stage of the treatment, its initiation and the ongoing regimen are highlighted.

An emergency arose at Maich dam, near Lochwinnoch, Renfrewshire, Scotland, following severe damage to the dam by overtopping in a flood on 1 August 2008. The danger posed was averted successfully by emptying the reservoir and demolishing the embankment dam in spite of adverse weather. Aspects of the emergency and the response actions taken are described jointly by the authors in their roles of qualified reservoir engineer and emergency planning officer.

The Stability and Growth Pact (SGP) of the European Union has come under fire for failing to rein in budget deficits and for the ineffectiveness of its sanctions. By examining trends in public debt and budgetary positions, this article examines whether the SGP has met its objectives and considers the extent to which implementation was affected by the accession of 10 new member states in 2004.

This article explores the experience of a group of young people who experienced difficulty attending school. Young people's reasons for not attending school and the support provided for them by their teachers are examined. Finally, an analysis based on a shift in identity from school refuser to effective learner is offered as an explanation for the students' success in coping with school. The authors draw on Paul Klee's metaphor of art as a development that can go forwards, backward, up and down as similar to the processes of working with such young people. They argue that to expect linear progress is both unrealistic and sets unfair expectations on students and their teachers.

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.

A pilot study of production of respirable and inhalable dusts from sawing and sanding medium density fibreboard (MDF) and softwood in a typical cabinet-making workshop produced high but variable exposure levels at the bench and operator position. Exposure levels for the total inhalable fraction (∼ < 100 μm) were 6.9 – 91 mg m − 3 for MDF and 2.5 – 45 mg m − 3 for softwood. For the respirable fraction ( < 10 μm) levels were 0.4 – 13 mg m − 3 for MDF and 0.4 – 2.9 mg m − 3 for softwood. These results show significant dust loading is produced in the coarser fraction and that the material used has a significant impact on levels produced. It suggests that fuller evaluation of operator influence of fine dust production is needed and may question the common application of a single inhalable exposure standard for wood dust to all wood working scenarios.