scholarly journals The impact and effectiveness of the general public wearing masks to reduce the spread of pandemics in the UK: a multidisciplinary comparison of single-use masks versus reusable face masks

2021 ◽  
Vol 3 ◽  
Author(s):  
Ayşe Lisa Allison ◽  
Esther Ambrose-Dempster ◽  
Maria Bawn ◽  
Miguel Casas Arredondo ◽  
Charnett Chau ◽  
...  
Keyword(s):  
Flow Analysis ◽  
Material Flow Analysis ◽  
Plastic Waste ◽  
Cost Comparison ◽  
Infection Rates ◽  
University College London ◽  
Single Use ◽  
The Uk ◽  
The University ◽  
The Impact

During the coronavirus (COVID-19) pandemic, the UK government mandated the use of face masks in various public settings and recommended the use of reusable masks to combat shortages of medically graded single-use masks in healthcare. To assist decision-making on the choice of masks for future pandemics, where shortages may not be a contributing factor, the University College London (UCL) Plastic Waste Innovation Hub has carried out a multidisciplinary comparison between single-use and reusable masks based on their anatomy, standalone effectiveness, behavioural considerations, environmental impact and costs. Although current single-use masks have a higher standalone effectiveness against bacteria and viruses, studies show that reusable masks have adequate performance in slowing infection rates of respiratory viruses. Material flow analysis (MFA), life cycle assessment (LCA) and cost comparison show that reusable masks have a lower environmental and economic impact than single-use masks. If every person in the UK uses one single-use mask each day for a year, it will create a total of 124,000 tonnes of waste, 66,000 tonnes of which would be unrecyclable contaminated plastic waste (the masks), with the rest being the recyclable packaging typically used for transportation and distribution of masks. Using reusable masks creates >85% less waste, generates 3.5 times lower impact on climate change and incurs 3.7 times lower costs. Further behavioural research is necessary to understand the extent and current practices of mask use; and how these practices affect mask effectiveness in reducing infection rates. Wearing single-use masks may be preferred over reusable masks due to perceptions of increased hygiene and convenience. Understanding behaviour towards the regular machine-washing of reusable masks for their effective reuse is key to maximise their public health benefits and minimise environmental and economic costs.

scholarly journals The impact and effectiveness of the general public wearing masks to reduce the spread of pandemics in the UK: a multidisciplinary comparison of single-use masks versus reusable face masks.

2021 ◽  
Author(s):  
Ayse Lisa Allison ◽  
Esther Ambrose-Dempster ◽  
Teresa Domenech Aparsi ◽  
Maria Bawn ◽  
Miguel Casas Arredondo ◽  
...  
Keyword(s):  
Material Flow ◽  
Flow Analysis ◽  
Material Flow Analysis ◽  
Plastic Waste ◽  
Cost Comparison ◽  
Infection Rates ◽  
Behavioural Research ◽  
Single Use ◽  
The Uk ◽  
The Impact

Due to the COVID-19 pandemic, the UK government has mandated the use of face masks in various public settings and recommends the use of reusable masks to combat shortages of medically graded single-use masks in healthcare. To assist decision-making on the choice of masks for future pandemics, where shortages may not be a contributing factor, the UCL Plastic Waste Innovation Hub has carried out a multidisciplinary comparison between single-use and reusable masks based on their anatomy, standalone effectiveness, behavioural considerations, environmental impacts and costs. Although current single-use masks have a higher standalone effectiveness against bacteria and viruses, studies show that reusable masks have adequate performance in slowing infection rates of respiratory viruses. Material Flow Analysis, Life Cycle Assessment and cost comparison show that reusable masks have a lower environmental and economic impact than single-use masks. If every person in the UK uses one single-use mask each day for a year, it will create a total of 124,000 tonnes of waste, 66,000 tonnes of which would be unrecyclable contaminated plastic waste (the masks), with the rest being the recyclable packaging typically used for transportation and distribution of masks.Using reusable masks creates >85% less waste, generates 3.5 times lower impact on climate change and incurs 3.7 times lower costs. Further behavioural research is necessary to understand the extent and current practices of mask use; and how these practices affect mask effectiveness in reducing infection rates. Wearing single-use masks may be preferred over reusable masks due to perceptions of increased hygiene and convenience. Understanding behaviour towards the regular machine-washing of reusable masks for their effective reuse is key to maximise their public health benefits and minimise environmental and economic costs.

scholarly journals The impact and effectiveness of the general public wearing masks to reduce the spread of pandemics in the UK: a multidisciplinary comparison of single-use masks versus reusable face masks.

2020 ◽  
Author(s):  
Ayse Lisa Allison ◽  
Esther Ambrose-Dempster ◽  
Teresa Domenech Aparsi ◽  
Maria Bawn ◽  
Miguel Casas Arredondo ◽  
...  
Keyword(s):  
Material Flow ◽  
Flow Analysis ◽  
Material Flow Analysis ◽  
Plastic Waste ◽  
Cost Comparison ◽  
Infection Rates ◽  
Behavioural Research ◽  
Single Use ◽  
The Uk ◽  
The Impact

Due to the COVID-19 pandemic, the UK government has mandated the use of face masks in various public settings and recommends the use of reusable masks to combat shortages of medically graded single-use masks in healthcare. To assist decision-making on the choice of masks for future pandemics, where shortages may not be a contributing factor, the UCL Plastic Waste Innovation Hub has carried out a multidisciplinary comparison between single-use and reusable masks based on their anatomy, standalone effectiveness, behavioural considerations, environmental impacts and costs. Although current single-use masks have a higher standalone effectiveness against bacteria and viruses, studies show that reusable masks have adequate performance in slowing infection rates of respiratory viruses. Material Flow Analysis, Life Cycle Assessment and cost comparison show that reusable masks have a lower environmental and economic impact than single-use masks. If every person in the UK uses one single-use mask each day for a year, it will create a total waste of 124,000 tonnes, 66,000 tonnes of which would be unrecyclable contaminated plastic waste. Using reusable masks creates >85% less waste, generates 3.5 times lower impact on climate change and incurs 3.7 times lower costs. Further behavioural research is necessary to understand the extent and current practices of mask use, and its effectiveness in reducing infection rates. Wearing single-use masks may be preferred over reusable masks due to perceptions of increased hygiene and convenience. Understanding behaviour towards the regular machine-washing of reusable masks for their effective reuse is key to maximise their public health benefits and minimise environmental and economic costs.

scholarly journals Introduction: Inequality in Education – Innovation in Methods, with reflections by Dr Nicola Ingram and Professor Melanie Nind

2015 ◽  
Vol 2 (2) ◽  
pp. 224-233
Author(s):  
Carli Ria Rowell ◽  
Siobhan Dytham ◽  
Nicola Ingram ◽  
Melanie Nind ◽  
Carli Ria Rowell ◽  
...  
Keyword(s):  
Research Funding ◽  
Future Prospect ◽  
Inequality In Education ◽  
Education Innovation ◽  
The Uk ◽  
The University ◽  
The Impact

Against a backdrop of metamorphosis in the UK educational landscape and the increased focus on ‘innovation’ in research funding and postgraduate programmes, a conference entitled ‘Inequality in Education – Innovation in Methods’ (IEIM) was held at the University of Warwick in November 2014 to offer space to reflect on ‘inequality in education’ as a field of research and the impact, and future prospect for ‘innovation in method’ in this field. This article introduces this featured section, including reflections from Dr Nicola Ingram and Professor Melanie Nind, who both delivered keynote addresses at the conference.

scholarly journals Clinical academic research in the time of Corona: a simulation study in England and a call for action

2020 ◽  
Author(s):  
Amitava Banerjee ◽  
Michail Katsoulis ◽  
Alvina G. Lai ◽  
Laura Pasea ◽  
Thomas A. Treibel ◽  
...  
Keyword(s):  
Academic Staff ◽  
Academic Research ◽  
Academic Community ◽  
System Level ◽  
Clinical Activity ◽  
Infection Rates ◽  
Community Needs ◽  
Academic Workforce ◽  
The Uk ◽  
The Impact

AbstractBackgroundCoronavirus (COVID-19) poses health system challenges in every country. As with any public health emergency, a major component of the global response is timely, effective science. However, particular factors specific to COVID-19 must be overcome to ensure that research efforts are optimised. We aimed to model the impact of COVID-19 on the clinical academic response in the UK, and to provide recommendations for COVID-related research.MethodsWe constructed a simple stochastic model to determine clinical academic capacity in the UK in four policy approaches to COVID-19 with differing population infection rates: “Italy model” (6%), “mitigation” (10%), “relaxed mitigation” (40%) and “do-nothing” (80%) scenarios. The ability to conduct research in the COVID-19 climate is affected by the following key factors: (i) infection growth rate and population infection rate (from UK COVID-19 statistics and WHO); (ii) strain on the healthcare system (from published model); and (iii) availability of clinical academic staff with appropriate skillsets affected by frontline clinical activity and sickness (from UK statistics).FindingsIn “Italy model”, “mitigation”, “relaxed mitigation” and “do-nothing” scenarios, from 5 March 2020 the duration (days) and peak infection rates (%) are 95(2.4%), 115(2.5%), 240(5.3%) and 240(16.7%) respectively. Near complete attrition of academia (87% reduction, <400 clinical academics) occurs 35 days after pandemic start for 11, 34, 62, 76 days respectively – with no clinical academics at all for 37 days in the “do-nothing” scenario. Restoration of normal academic workforce (80% of normal capacity) takes 11,12, 30 and 26 weeks respectively.InterpretationPandemic COVID-19 crushes the science needed at system level. National policies mitigate, but the academic community needs to adapt. We highlight six key strategies: radical prioritisation (eg 3-4 research ideas per institution), deep resourcing, non-standard leadership (repurposing of key non-frontline teams), rationalisation (profoundly simple approaches), careful site selection (eg protected sites with large academic backup) and complete suspension of academic competition with collaborative approaches.

Material flow analysis as a tool for sustainable sanitation planning in developing countries: case study of Arba Minch, Ethiopia

2009 ◽  
Vol 59 (10) ◽  
pp. 1911-1920 ◽  
Author(s):  
F. Meinzinger ◽  
K. Kröger ◽  
R. Otterpohl
Keyword(s):  
Technology Implementation ◽  
Material Flow ◽  
Flow Analysis ◽  
Material Flow Analysis ◽  
Nitrogen And Phosphorus ◽  
Urine Diversion ◽  
Sanitation Systems ◽  
The Impact ◽  
Faecal Sludge

Material Flow Analysis is a method that can be used to assess sanitation systems with regard to their environmental impacts. Modelling water and nutrients flows of the urban water, wastewater and waste system can highlight risks for environmental pollution and can help evaluating the potential for linking sanitation with resource recovery and agricultural production. This study presents the results of an analysis of nitrogen and phosphorus flows of Arba Minch town in South Ethiopia. The current situation is modelled and possible scenarios for upgrading the town's sanitation system are assessed. Two different scenarios for nutrient recovery are analysed. Scenario one includes co-composting municipal organic waste with faecal sludge from pit latrines and septic tanks as well as the use of compost in agriculture. The second scenario based on urine-diversion toilets includes application of urine as fertiliser and composting of faecal matter. In order to allow for variations in the rate of adoption, the model can simulate varying degrees of technology implementation. Thus, the impact of a step-wise or successive approach can be illustrated. The results show that significant amounts of plant nutrients can be provided by both options, co-composting and urine diversion.

Language learning using multimedia conferencing: the ReLaTe project

ReCALL ◽  
1998 ◽  
Vol 10 (2) ◽  
pp. 25-32 ◽  
Author(s):  
Elizabeth Matthews
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
It Services ◽  
Joint Research ◽  
Learning And Teaching ◽  
Joint Research Project ◽  
University College London ◽  
The Uk ◽  
The University ◽  
Multimedia Conferencing

The article provides a description of the ReLaTe (remote language teaching) project, to develop a working demonstrator using a multicast-based conferencing system (Mbone service), for distance foreign language tuition. It covers aspects of technical development for applications over SuperJANET and gives an overview of the trials and evaluation, including how students and teachers adjusted to the system; the advantages and drawbacks of the system; how the system affected learning and teaching in the context of acquisition and delivery of foreign languages. The ReLaTe project is a joint research project between the University of Exeter and University College London, involving the Foreign Language Centre and IT Services (Pallas) at Exeter and the Language Centre and the Department of Computer Science at UCL. The project began in September 1994, with funding from BT and JISC (Joint Information Systems Committee) of the Higher Education Council of the UK. mis article covers the work of the project from September 1994 until December 1995.

scholarly journals Open Badges to Encourage Class Representatives’ Reflection and Achievement-Sharing: A Case Study from Edinburgh University Students’ Association (EUSA)

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Tanya Lubicz-Nawrocka
Keyword(s):  
University Students ◽  
Positive Impact ◽  
Pilot Project ◽  
The Uk ◽  
The University ◽  
Uk Higher Education ◽  
The Impact ◽  
Leadership And Change ◽  
Negotiation Problem

This case study describes how Edinburgh University Students’ Association (EUSA) worked in partnership with the University of Edinburgh’s Information Services division to implement one of the first Open Badge schemes used in the UK higher education sector. Based on student feedback, EUSA developed an effective Open Badge model to recognise and reward students’ work as Class Representatives. The paper describes EUSA’s model of badges, badge criteria and implementation, before focusing on qualitative examples of the positive impact of this pilot project for both individual students and for the Students’ Association. It provides examples of how students reflected thoughtfully about the impact of their work as Class Representatives to develop skills in negotiation, problem solving, diplomacy, leadership, and change management. EUSA’s Open Badge scheme now rewards students for sharing their achievements. In turn, students’ Open Badge blog posts have helped EUSA to gain more meaningful insights into the broad work of Class Representatives and how students benefit when they engage fully with the role.

scholarly journals Reflections on the impact of COVID-19 on teaching and learning in the Faculty of Arts at the University of Nottingham

2021 ◽  
pp. 47-55
Author(s):  
Cecilia Goria
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Pedagogical Approach ◽  
State Of Emergency ◽  
The Uk ◽  
The University ◽  
The Impact ◽  
Emergency Measures

It is widely believed that digitally-driven changes are not welcomed amongst academic staff in higher education. However, when in March 2020, the University of Nottingham went online in response to the UK government’s COVID-19 lockdown, a different picture started to emerge. This contribution reflects on the initial steps taken to respond to the COVID-19 emergency measures, including the support required to implement these steps and ensuing staff feedback. It also reflects on the process of moving forward from a state of emergency to a more thought-through digital pedagogical approach. In this scenario, the ultimate goal of this reflection is to argue that, as a consequence of the educational turbulence caused by COVID-19, the portrait of academics prone to resisting digitally-driven changes needs to be replaced by one that emphasises the significance of making the pedagogical values of these changes meaningful to the staff who eventually implement them.

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