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ObjectivesLevel 3 Paediatric Critical Care Transfers for the North East and Cumbria are provided by the North East and Cumbria Transport and Retrieval (NECTAR) team. They also provide critical care advice and guidance to referring teams for transfers especially those deemed ‘time critical’.Time critical transfers are required for children who have a life threatening clinical condition where early intervention will have a greater impact on the outcome for these children such as neurosurgical emergencies.1 NECTAR covers a large geographical area with regional hospitals up to 2.5 hours away, local teams need to be able to confidently provide urgent life-saving interventions and facilitate time critical transfers to reduce delay.The National Institute for Health and Care Excellence (NICE) recommends that patients who need critical interventions leave the sending emergency department within 30 minutes of the decision to transfer.2 We aimed to review all time critical neurosurgical referrals over a period of one year and highlighted areas of learning.MethodsWe collected data retrospectively from NECTAR system for all neurosurgical referrals between October 2022 and October 2023. We crossed referenced this data with the Paediatric Intensive Care admissions book to confirm all patients during this time frame were captured.Following this, we identified transferring teams, if deemed ‘time-critical’ after conference call with the neurosurgeons and time taken from decision to transfer to arrival at the neurosurgical centre.ResultsThere were 16 neurosurgical transfers during this period. 5 of these were transferred by NECTAR while the local teams performed 11 of the transfers.Of those transferred by NECTAR, 4 were deemed not time critical while 1 was transferred pending decision re: time critical nature. (See figure 1). The median time taken from decision to transfer to arrival at neurosurgical centre was 266 minutes (168–285). (See figure 2)10 patients were transferred using clinicians from the regional hospitals in a time critical manner while 1 patient was subsequently deemed not time critical but transferred by local team as NECTAR was unavailable (See figure 1). The median time taken from decision to transfer to arrival at neurosurgical centre was 138 minutes (59–380). (See figure 2).Abstract 8416 Figure 1NECTAR Neurosurgical referrals over one year[Image Omitted. See PDF.]Abstract 8416 Figure 2Time taken from decision to transfer to arrival at neurosurgical centre[Image Omitted. See PDF.]ConclusionThere is need for systems to be in place to maintain local skills such that critically ill patients are well managed until safely transferred to the receiving center. Regional teams could ensure systems are streamlined to encourage timely decisions and transfers as well as a review of current guidelines to ensure clearer pathways for time critical transfers.ReferencesPaediatric intensive care retrieval (Transport) https://www.england.nhs.uk/commissioning/wp-content/uploads/sites/12/2015/01/e07-spec-paedi-intens-care-retrvl-transp.pdfMajor trauma: service delivery NICE guideline [NG40] Published: 17 February 2016. https://www.nice.org.uk/guidance/ng40/chapter/Recommendations#transfer-between-emergency-departments Accessed 01 October 2024

School's almost out for the summer, and A.J. is dreaming about all the fun things he's going to do on vacation. But A.J.'s dream quickly turns into a nightmare when three familiar spirits appear to show him summers past, present, and yet to come. Will they be able to convince him to leave his bad ways behind? Or will this summer end up being a total bummer? Best selling author Dan Gutman brings his kid-friendly sense of humor to this special series of after-school chapter books featuring hilarious stories plus thirty-two pages of games, puzzles, and more. This is one weird summer vacation special you won't want to miss!

This meta-analysis reviewed research on summer reading interventions conducted in the United States and Canada from 1998 to 2011. The synthesis included 41 classroom- and home-based summer reading interventions involving children from kindergarten to Grade 8. Compared to control group children, children who participated in classroom interventions, involving teacher-directed literacy lessons, or home interventions, involving childinitiated book reading activities, enjoyed significant improvement on multiple reading outcomes. The magnitude of the treatment effect was positive for summer reading interventions that employed research-based reading instruction and included a majority of low-income children. Sensitivity analyses based on within-study comparisons indicated that summer reading interventions had significantly larger benefits for children from low-income backgrounds than for children from a mix of income backgrounds. The findings highlight the potentially positive impact of classroom- and home-based summer reading interventions on the reading comprehension ability of lowincome children.

Greg Heffley is caught in the middle as the two halves of his extended family come together in a sidesplittingly relatable summer story! When the Heffley's agree to spend summer break with both Mom's and Dad's relatives at the same time, they have to figure out how to be in two places at once. With Greg caught in the middle, can the Heffley's pull off the ultimate scheme? Or will their vacation turn into a hilarious hot mess?-- Publisher description.

Prior research has demonstrated that summer learning rooted in family and community influences widens the achievement gap across social lines, while schooling offsets those family and community influences. In this article, we examine the long-term educational consequences of summer learning differences by family socioeconomic level. Using data from the Baltimore Beginning School Study youth panel, we decompose achievement scores at the start of high school into their developmental precursors, back to the time of school entry in 1st grade. We find that cumulative achievement gains over the first nine years of children's schooling mainly reflect school-year learning, whereas the high SES-low SES achievement gap at 9th grade mainly traces to differential summer learning over the elementary years. These early out-of-school summer learning differences, in turn, substantially account for achievement-related differences by family SES in high school track placements (college preparatory or not), high school noncompletion, and four-year college attendance. We discuss implications for understanding the bases of educational stratification, as well as educational policy and practice.

The academic momentum perspective suggests that the speed with which undergraduates initially progress in college significantly affects their likelihood of completing a degree, an effect separate from those of high school academic preparation and family socioeconomic status. Growth curve modeling of undergraduate transcript data reveals that the number of credits attempted in the first semester of college sets a trajectory that influences later chances of degree completion. Several techniques addressing selection bias indicate that delay between high school and starting college, and also attempting a low course load in the first semester (part-time attendance), are associated with lower degree completion, while attending summer school after freshman year is associated with significantly better graduation chances. In sum, the central claims of momentum theory are supported.

In this study, we focused on university-based architecture summer schools, a key component of an educational strategy for developing social cooperation to tackle climate change. During these voluntary school courses, students solve spatial problems through community collaboration. We based this study on the experiences of the Faculty of Architecture of the Gdańsk University of Technology and the European Universities of Technology Alliance (ENHANCE). It aimed to assess the performance of the summer schools and to formulate recommendations. Three surveys were conducted in which a group of 198 respondents was questioned, including students, course participants and village residents. Although respondents appreciated this educational environment, recognition and financing proved problematic. Therefore, the flow of information should be improved, and the institutional network supporting the architecture summer schools should be expanded.