The case for TB testing review: PR perspective

Whilst so much of the world's attention has been on the crisis in Afghanistan, and rightly so. However, the national case of Geronimo, the alpaca, has continued.

The Story so Far

With the high court denying Helen's appeal for further testing, the case will likely result in the animal's death. When writing this, Geronimo is in the custody of the police and DEFRA awaiting his fate. Following this, a post mortem investigation will then be conducted. Helen is likely to do her independent tests. While many campaigners hope this can still be avoided if the situation cannot change, the results must be clear. DEFRAs vet will take biopsy's of the tissue and various cultures to assess the Geronimos health. This test needs to be done independently as well. Now Geronimo does not have any clinical signs of TB, which are weight loss and respiratory problems. Now visually, TB is challenging to diagnose, which is why a robust testing program is necessary.

The Impact on Testing

With a test for bovine TB essential for keeping cases down and alpaca ownership continuing to rise as more people take to various models of adding these animals onto a farm, testing is crucial. Now with the testing protocols being brought into question at present because of the case of Geronimo, the issue that is likely to happen is one where the voluntary test is proving highly inaccurate when an alternative is available. It will increase owner scrutiny. With the trial being voluntary once owners investigate the testing protocols in greater detail, owners will likely increase scrutiny, which is positive. However, as the trial is mainly voluntary at this point, the reduced confidence in the study would reduce not only the scope but further question its validity, increasing its overall cost and likely incentives offered to ensure necessary subjects are available.

Rounded Testing Regimes

The other element that needs to be considered is, does the current protocol use all of the available science to identify TB accurately. If we add this third test, there is no feasible alternative other than post mortem for further testing. Although we may still see some errors with the three tests, the additional test would increase validity and owner confidence. The likelihood of an animal failing a test due to a false positive across consecutive sampling is extremely unlikely, especially when the test has different approaches and methodologies will reduce the likelihood of farmers and owners going through lengthy appeal processes. 

A further focus

This additional phage test then opens doors further for testing once a valid treatment is available and brings into question the testing of cattle. An additional piece will focus on testing regimes in cattle and current issues or concerns to follow this article up. So what can we do whilst we desperately wait and want this case to end in a positive outcome? We also need to ensure that the focus and scrutiny does not move off of Bovine TB testing. A further change in testing is needed so that those with animals and livestock are not in the situation where the organisations do not fully utilise all the tools there to protect them.

Challenges with EHCPs

What are they?

EHCPs or Education Health Care Plans (EHCPs). While traditional Special Education Needs (SEN) funding is met through national funding provided to schools. EHCPs are legally binding provisions that outline additional funding for learners who need further or specific support to allow them the same opportunities to access the education system and to be able to succeed. 

My Experiences:

Having taught a variety of learners in my time as a lecturer over the last several years, I have recognised the challenges facing the student and their parents who are trying to provide the best opportunities for their child and the difficulties of these EHCPs. The premise of these documents is to increase aspirations and support the learners, but to achieve this, the parents often need a great deal of support and have the correct tools to raise their points in meetings. The problem is two factored here often the parent does not necessarily have all of this knowledge readily available to them. Although support is present and schools or relevant professionals can support them, there is a risk that families are falling through the cracks. I have seen learners who have had their EHCPs lapse who then struggle to get the support put in place midway through the year to allow them to succeed, which causes distress and disruption to the families after the best for their children. The other problem is that the young people, whilst the focus of the meeting may have different views from those supporting them. Hence, it is crucial their aspirations, and their parents are reviewed together but noted as distinctly separate to allow for better reflection. This has been done successfully by independent meetings with the young person with a relevant professional.

Challenges facing SEN families:

Whilst an EHCP is a guidance document for the school or college to provide further support for learners, there have been notable variations across different schools nationally, which will reflect the situation within the county. This variation often is one of the leading reasons parents are dissatisfied with the EHCP and, importantly, is where the conversations need to be open and transparent with what the schools can supply, compared to what the child and parents want (Sales and Vincent, 2018). Research by Sales and Vincent (2018) also pointed out that whilst there are certainly challenges facing learners due to the EHCP elements, further training needs in teaching staff as learners progress further through relevant courses and into work.

What a Good Plan does:

The vast majority of plans offer a tool for young people to engage with their peers and the educational system with the support needed to tackle the different barriers they face. That is why good plans are focused on the aspirations and views of both the family and young person. This gives the schools and providers goals to work towards to identify the strategies to help support the learners transitioning to different levels or goals they are striving towards. The long term focus should always be on allowing them to succeed and bringing career support and the local authority into the discussion. Conversations should be had around what all parties want to achieve. The learner can be supported by identifying barriers that may prevent them from reaching their goal and opportunities for alternative routes or solutions to these challenges. The other important step is the accountability facing the individuals involved in recognising what they are responsible for in the process, allowing them to succeed with the resources they need. In rural villages, whilst SEN, provisions can be provided at schools. Having family hubs where the resources come to the parents and families offering this contact point for the changing needs of the young person and offering the opportunity for consistency of a contact point as they grow into young adults.

What I am calling for:

A review of the process that allows for meetings between learning support, teaching staff and families. Whilst also providing an additional meeting with the individual learner to make the process more inclusive to their targets.

A goal setting plan for the learners is to ensure that the learner’s needs are met, and they are supported to achieve their goals and not just meet their provisions.

Better guidance for Academies, Families, Schools, and Trusts so that the process is easily referenced and supported. Although there is some fantastic support already out there, this must be uniformed and equitable. 

Final Remarks:

The EHCP process and challenges facing our young people were just one of the reasons that brought me into politics. As a teacher, more support is needed for families going through this process. It is my view that this also disproportionately affects those in rural villages, such as those in the Cosford division (Narayan and Patnaik, 2020). So whilst this is a problem I have seen whilst teaching in both urban and rural areas, it is a cause I want to continue to push for improvements in. That is why I am calling for your support on the 6th of May as your Conservative County Council Candidate.

https://www.tes.com/news/everything-you-need-know-about-ehcps

https://councilfordisabledchildren.org.uk/sites/default/files/field/attachemnt/EHCP%20Exemplar%20Guide%202017.pdf

Sales, N. and Vincent, K., 2018. Strengths and limitations of the Education, Health and Care plan process from a range of professional and family perspectives. British Journal of Special Education, [online] 45(1), pp.61-80. Available at: <https://nasenjournals.onlinelibrary.wiley.com/doi/full/10.1111/1467-8578.12202> [Accessed 25 April 2021].

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/695100/Education_Health_and_Care_plans_-_a_qualitative_investigation.pdf

https://www.thecommunicationtrust.org.uk/media/362437/ctc-8-education_healthcareplans.pdf

Narayan, J. and Patnaik, N., 2020. Inclusive and Special Education Services in Rural Settings. Oxford Research Encyclopedia of Education,.

Resources for families needing support:

https://www.autism.org.uk/advice-and-guidance/topics/education/extra-help-at-school/england/ehc-assessment

https://www.ipsea.org.uk/pages/category/education-health-and-care-plans

https://www.valuingminds.com/education-health-care-plans-ehcp/

https://www.sen-help.org.uk/the-system/ehc-plans/

Pet Theft Reform

Lockdown contributed to one of the largest rises in demand for companion animals. Some animals have seen a decline in demand. Many have found horses too expensive to keep, which has led to a drop in horse ownership and a rise in sales.

However, this demand for dogs and pets alongside increased funds that people are willing to pay has resulted in an epidemic of dog thefts. Now last year, people in Suffolk communities have had 46 beloved pets stolen from them. Thefts are now are over at a hundred percent increase from the average thefts in 2014-2019. Now at present, it is suggested the targets are working breeds, particularly spaniels, retrievers over that of other pedigree breeds. Now working dogs face a greater vulnerability due to being often kept in kennels, whereas pets in the home are fielded a safer environment. They are, however, being targeted because people are willing to pay for these breeds and are actively looking for these dogs. Now thefts occur across the borders, we know this. Actions are being taken from the constabulary to reduce this, but why is it happening?

Reputable breeders would have been unable to plan for the increase in demand, yet they also often do not want to increase their dogs' sales solely for monetary gains related to ambitions they have for their breed. This is because they are often bred for pets second and for working or other purposes first. Yet breeders likely will have been unable to legitimately plan their litters this year due to lack of access to the broader gene pool or attend the various shows. Prices for dogs on online websites have continued to increase and are rising, which will full demand. Whilst adoption searches are also growing, the provisions rescue groups have put in place have slowed down the process, which has faced more significant pressures due to lockdown as other businesses have. Many of these websites have less regulation than both "assured" breeders and rescue centres now, many would assume buyers would be looking at lower prices, but the price is also often a third higher for each dog. Ipswich MP Tom Hunt has said, "Current punishments represent a slap on the wrist for this cruel crime." The Home Secretary Priti Patel is also working on increasing the legislation around pet theft campaigned for by various organisations, campaigns and charities. This has to happen as, without harsher sentences, we are limited to a minor impact on criminals who are caught, such as a small fine. By making the punishments harsher, it will often be a deterrent once thieves are caught, as at this point, even once caught, the threat of consequence is low.

Now keeping your pets safe, what you need to know?

Firstly, the dogs at the most significant risk are 50% more likely to be stolen from your garden, so making your garden more secure is a better way to protect them and make them less visible. A further 16% are stolen from within the home now. Remember here that if someone is observing you and waiting for the opportunity, it is worth changing your routine occasionally, such as when you let your dog out in the garden, is it always the front or back garden as an example. Equally, in terms of protecting your home, ensure that if you have a security system that it is live when your not in the house, it is a really simple step but a clincher. Other areas are making sure your dog is not left outside the home in vulnerable positions off lead where your dog may be friendly and want to greet everyone, ensure that you can call them back before they are out of sight. Avoid leaving the dog outside a shop in a locked or unlocked car. Ensure your dog has all of the identification it needs legally but that it is not easy for it to be called away from you. Now when you're out on the walk, and you need extra safeguards, use apps such as https://hollieguard.com/, which will offer you an alarm system of shorts to highlight the crime to passers-by. Also, be aware of where you are and keep yourself safe as criminals have proven they will take the dog, not just wait for an opportunity for you to be separated. In terms of what to do when you are in a position where your dog has been stolen, the following article has many useful points https://www.bluecross.org.uk/pet-advice/protect-your-dog-against-theft. The key contacts for you in Suffolk: DogLost, NationalPetRegister and AnimalSearchUK are critical databases for stolen pets; as is social media, you must have up-to-date information on your pet, including a recent photo. The local dog wardens number are separated by the District Council. They are in a list for you below under the heading DW. Now to reduce your risk of buying a stolen dog, it is best to follow the guidance of recognised breed clubs or groups and your local rescue centres. These groups are best placed to recommend breeders of specific dogs and be aware of reputable litters. If you do not know where to start, start here or with national clubs like the Kennel Club, Blue Cross and the RSPCA.

Now in terms of positive steps, national organisations are backing Pet Theft reform. MPs such as Tom Hunt, Sir Iain Duncan Smith, and Siobhan Baille are advocating for reform, with the Prime Minister and Home Secretary also advocating for more stringent reforms. Now, will you support Pet Theft Reform to safeguard the nation's pets sign and share the petition and find out more from the links below https://petition.parliament.uk/petitions/560216.

DW:

Forest Heath dog warden 01638 71 97 33

St Edmundsbury dog warden 01284 75 70 58

Mid Suffolk dog warden 01449 72 45 00

Waveney dog warden 01502 52 31 17

Suffolk Coastal dog warden 01394 44 40 00

Ipswich dog warden 01473 43 31 15

Babergh dog warden 01473 82 66 22

https://www.eadt.co.uk/news/dog-theft-statistics-in-suffolk-2700864

https://www.independent.co.uk/news/uk/home-news/dog-stolen-puppies-theft-lost-sell-buy-cost-coronavirus-suffolk-a9652231.html

https://www.thekennelclub.org.uk/media-centre/2021/february/stronger-penalties-for-pet-theft-welcomed-by-the-kennel-club/

https://www.suffolk.police.uk/services/freedom-information/disclosure-logs/2019-disclosure-logs/crime-and-incident-statistics

https://www.thesun.co.uk/news/11895265/lockdown-pet-thefts-puppy-farming-fights/

https://www.bluecross.org.uk/pet-advice/protect-your-dog-against-theft

https://www.dogsforgood.org/good-advice/protect-dog-from-theft/

https://metro.co.uk/2021/02/24/how-to-avoid-accidentally-buying-a-stolen-dog-14139487/?ico=related-posts

https://www.mdpi.com/2076-2615/9/5/209

https://www.pettheftreform.com/

Higher Education during Lockdown

From the start of the UK lockdowns, we have seen the impact that the changes to our everyday lives have on our younger generation. Now we have a light at the end of the tunnel with our vaccination program, giving us a sense of light at the end of the tunnel. Before we get to this point, we need to recognise the impacts this unprecedented time has had. Like other sectors, universities have tried to adapt to this different world, but, in the process, have had a terrible impact on a generation. Now, whilst calls for partial refunds of tuition fees have been made mainly because of the change to the delivery of taught content, most of these are tied in with the experience.

During the pandemic, a university cannot replicate the feel and broader experience of physical campus life. However, whilst I empathise with learners on this point and when I think back to my own experiences at university and how different this would be in a virtual sense. I agree that reducing the fees to that of the Open University would be a suitable adjustment. Some universities are likely to argue that their name is expected to carry more weight than online universities' comparable course. Yet whilst for physical universities and online universities share different ranks in the league table. The only university that could argue for higher fees is the likes of UCL ranking in the top 10 nationally and online. This is also why universities' long-term ranking needs to be reflected in their costs, needs to be differentiated not remaining as they currently are. This is not likely to change in time to correct this problem though

Now I am calling for changes to be made as there is undoubtedly a justification. However, if the learners are being provided with the same standard of lesson delivery or as close as reasonably practical, the tuition fees may not be the place to target. Now, why do I say this?

The tuition fees are linked to the course content, course delivery and assessments. On the other hand, the maintenance loan pays for accommodation, which is related more to the learners' experience. If the learner was told whether they would be facing the possibility of online learning, they might have chosen the course. Still, they would of likely preferred different accommodation or facilities, choosing private rent or staying at home.

Now using the Office for Students guidelines: the universities are expected to provide access to resources and facilities for the learners, which is why university accommodation has the exception of having accommodation open and continuing to charge learners. As with my suggestion above for a tuition fee discount as the government has stated, unless the university has informed you about "that you should return for in-person teaching", you should stay at home. Therefore, the cost of this should be on the university as it would be unreasonable to expect students that should stay at home to pay for the use of multiple dwellings. Equally, additional restrictions within "flats" should not be further impeded. Although the government has issued further guidance, it does not state that households should also be limited, which is what the flat student bubble should be classified as.

In my view, to summarise the current situation suitably justifies a reduction in tuition fees to that of the Open University's likes at £6000. This money should go to the student as a rebate or grant. If it is refunded to student finance directly, it will both cause an increased cost due to adjusting the student finance system and have no practical benefit to the learner. It should be treated more similarly to the hardship funds which most universities have set up to help those in financial difficulties. In terms of their accommodation, it is my view for the lockdown duration, and their accommodation cost should be frozen. Until the "experience" can be returned to a sense of normalcy, a discount could also be offered not for a full reduction but to recognise the learners' change in circumstances.

https://www.thecompleteuniversityguide.co.uk/league-tables/rankings

https://www.distancelearningportal.com/articles/294/10-top-uk-universities-ideal-for-distance-learning.html

https://www.independent.co.uk/news/education/education-news/coronavirus-university-tuition-fees-refund-b1724308.html

https://officeforstudents.org.uk/for-students/student-guide-to-coronavirus/returning-to-university-in-2021/

https://www.universityworldnews.com/post.php?story=2020081313184272

https://www.mind.org.uk/information-support/coronavirus/student-mental-health-during-coronavirus/

Lockdown Rents for Students

The three lockdowns that the UK has faced have arguably had one of the more long-term impacts on today's youth. Many of them are going to not only be the ones who are facing challenges now but based on the average research timeline following a significant national challenge like the Financial crisis or the present Covid crisis. We will not likely see the real impact for approximately five to ten years.

While my previous articles have focused on farmers' mental health this week, I intend to look at how to support learners. Now yesterday, I was listening to a podcast, MoneyBox looking at significantly how students have been affected by lockdown rents. The investigation found that students are still largely paying excessive rent charges as they cannot live in their rental properties due to government guidance, which aims to reduce the spread of Covid. However, the government advises restricting none essential travel, particularly where individuals can still access their educational material from home. Whilst many argue closing universities was the correct course of action, it should not be at the learner's expense. Now universities and landlords have costs that need covering, and aspects of the maintenance grant would traditionally cover these costs. However, taking particular universities such as those in Cambridgeshire and London, the maintenance loan will not cover the accommodation expense without the injection of funds from part-time work. Now part-time jobs are few and far between due to a decrease in traditional work being available for students and young people. This impasse between the universities costs and the students being unable to use the service leads to increased stress. However, this should not be solely the burden of our youth. Yes, the cost needs to be covered, which is what business relief and support have been designed specifically for. Many initially display a lack of sympathy for students as the maintenance loan is generally seen as being for their accommodation, so some would argue why their accommodation providers should be subsided when that is what the loan is for? My view of this is that as with the MoneyBox guests who suggested using a common form of contract law to frustrate the contract, this is not possible in this case. The reason is although the government have strongly advised against travel to educational sites, they have not outright made it unlawful for students to use their accommodation. This makes the frustration of a contract challenging to argue. However, it still leaves the student paying the bill. Although the present student loan system is not a debt in the traditional sense, additional costs for the accommodation may come from the learner, which must not happen.

A possible solution would be to refund the student the cost of their accommodation which could either be designed to be returned to the student loan company or the student directly. Although some learners will still need support with their education, this solution may not be financially viable from a government perspective. If the money is refunded to the students, they would not be baring the accommodation cost they cannot reasonably use. One area that certainly can be followed is shoring up universities, and landlords should follow the same framework a particular discount plan or refund supported by the Office for Students in a way that covers essential costs for the university and reimburses the students. This week I will be looking at further impacts on learners during the lockdown and, like with this article focusing on particular points, which I will summarise in a Vlog on Thursday.

Mental Health Week

Part and parcel of my role as a teacher are making sure that students mental health is front and centre of what colleagues and I strive to achieve. The step to finding a solution has to be normalising the problem. In my previous blog piece, I looked at some ways that I believe we can use to solve the problem.

In terms of highlighting the problem, I was pleased with the announcement that a public figure like Love Islands Dr Alex has been announced as a youth mental health ambassador. Now whilst he has tragically lost his brother to mental health he is focusing what would often make people shy away from the world and sharing his brother's memory and his own experience of dealing with this tragedy. Now whilst present circumstances has put some of our best steps to prevent adverse impacts on mental health. Being in good physical health whilst difficult without gyms and sports can still be done with communities or activities shared online. We need to promote positive images and content meal preparation, cooking, and fitness plans. Body positivity needs to be encouraged, as does physical fitness. Setting a regular routine for our young people can be removing stressors from the environment like that of some smartphones taking time away from social media. Family makes up many of the structure we all need and those increasingly isolated from this core social group or our self-made groups, friends, peers, and colleagues. Not having access to their workplace or schools can limit their routine and engagement in the broader social setting, so a goal rightly being sought is getting students back into school. As I spoke about earlier this week, volunteering opportunities are few and far between at present, but that does have to be the case opening our doors to new types of activity.

Many parents and young people feel that they miss the most enjoyable parts of the school and university, particularly the social elements. The learners can develop academically the opportunities to discover who they are and the experiences and skills available. Societies and events, even in its best format, struggle to transition electronically. This is why the events economy is still, in my view, the future for the high street but delayed by Covid. Now the anxiety that young people are likely to present because of this lack of experience can lead to mental health problems. The question should be why is there a stigma. Firstly many individuals associate mental health with violence, often because of a link poor mental health support has had with violent offences. This link can be taken from how this is stigmatised in the media and used in ways that often skew a story's narrative. There is also evidence that this same impact can compound a families' wealth and ability to succeed. This can be further affecting social mobility so again, what can we do to build back together. Once we tackle these initial stigmas, we can begin to focus on the harsh reality of the endemic problems in mental health.

We need to end these negative stereotypes to reduce our association of mental health with a sense of weakness and criminality. Because, although criminality links to mental health are concerning by instilling fear in the public, it is also necessary to avoid links to other sides of the debate such as pity and shame. However, to link mental health to different conditions to associate solutions to individual struggles such as suicide, imposter syndrome and body dysmorphia. We can start by avoiding simple phrases like "they must be bipolar" or "nut job" similar to what we do for race. This should help people define their symptoms, fears, anxieties, and goals over their garnered label to recognise they are more than the condition. This can be significantly supported by the positive experience of peers. Finally, we should be mindful that our differences have also strengthened us. Personally, I have a learning difficulty which has had a minor impact on my life. Dyspraxia has impacted my hand-eye coordination elements, which affected my speech, which was primarily rectified by therapies that I am thankful for in my childhood. Now I look at the strengths I have because of how I look at a problem to think outside the box. Transfering this skill to my learners empathising with their challenges or difficulties solutions, I developed my memory, processing and vocabulary. I would not be the same person I am without Dyspraxia regardless of the initial anxieties and stresses this caused me in my early years. I am stronger because of the support I received and have the opportunity to share my experience.

https://www.gov.uk/government/publications/covid-19-mental-health-and-wellbeing-surveillance-report/7-children-and-young-people

https://ideas.ted.com/how-should-we-talk-about-mental-health/

https://www.mentalhealth.org.uk/a-to-z/c/children-and-young-people

https://mhfaengland.org/mhfa-centre/research-and-evaluation/mental-health-statistics/

https://www.thetimes.co.uk/article/dr-alex-george-from-love-island-to-mental-health-campaigner-nd8xfl2n9