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This paper examines the effects of COVID‐19‐induced lockdowns on recorded crime in England. The enforcement of lockdowns at both the national and local levels allows unveiling the impact on criminal activities by type of shutdown policy. Using official crime data across the universe of local authorities, we find that unlike local lockdowns national lockdowns significantly change the shape of recorded criminal activity, with the first nationally‐imposed lockdown having the strongest impact. Findings also reveal that police operations play a prominent role in explaining changes in reported crimes. Back‐of‐the‐envelope calculations suggest that lockdowns reduced the economic costs of crime by £4.2 billion. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic saw unprecedented resources and funds driven into research for the development, and subsequent rapid distribution, of vaccines, diagnostics and directly acting antivirals (DAAs). DAAs have undeniably prevented progression and life-threatening conditions in patients with severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection. However, there are concerns of antimicrobial resistance (AMR), antiviral resistance specifically, for DAAs. To preserve activity of DAAs for COVID-19 therapy, as well as detect possible mutations conferring resistance, antimicrobial stewardship and surveillance were rapidly implemented in England. This paper expands on the ubiquitous ongoing public health activities carried out in England, including epidemiologic, virologic and genomic surveillance, to support the stewardship of DAAs and assess the deployment, safety, effectiveness and resistance potential of these novel and repurposed therapeutics. [ABSTRACT FROM AUTHOR]

Fire loads are often used in the fire safety design of buildings as part of the assessment of the severity of potential fires. Despite recognition that balconies may contain combustible items which could contribute to fire development, there has been little research on balcony fire loads. This paper presents the results of a survey of 1020 balconies on private dwellings across England and the calculated fire loads. Consideration is also given to the influence of key parameters on the fire load energy density. It is found that balconies in England have an average fire load energy density of 64.4 MJ/m2, with an 80th percentile value of 110 MJ/m2. The influence of selected key parameters on balcony fire loads is also assessed. The results presented provide balcony fire loads which could be considered as part of building design. [ABSTRACT FROM AUTHOR]

Friendship is a central focus in children's lives and is important for healthy development. During the Covid‐19 pandemic, children experienced restrictions on their interactions with friends. This research heard the voices of 10 children (7–11 years) in England regarding their friendships, drawing on data collected through creative participatory methods including drawings, photography and collages, and accompanying unstructured interviews. Findings provide new insights into how children endeavoured to maintain their friendships through virtual interactions, street/doorstep visits, and artwork, and how friendship disruption affected their well‐being. This paper argues for educators to heed the implications for the period of 'Covid recovery'. [ABSTRACT FROM AUTHOR]

The onset of prehistoric farming brought unprecedented changes to landscapes and their biodiversity. Past biodiversity patterns are broadly understood for different parts of Europe, and demonstrate trajectories that have been linked to prehistoric and historic demographic transitions, and associated land-use practices. To our knowledge, this paper is the first attempt to directly link evidence of agricultural practice from the archaeological record to biodiversity patterns. Records of fossil pollen are used to estimate plant and landscape diversity patterns, and novel approaches are employed to analyse 1194 harmonised archaeobotanical samples (plant macrofossil remains) spanning the prehistoric and Roman periods, from southern England. We demonstrate changes in the use of crops and gathered edible plants and non-linear trends in cultivation practices. Whilst, overall, cereal production is characterised by ever larger and extensive regimes, different trajectories are evident for most of early prehistory, the Middle Iron Age and the Late Roman period. Comparisons with the Shannon diversity of fossil pollen records from the same region suggest a positive relationship between developing agricultural regimes and landscape scale biodiversity during the prehistoric period. The Roman period represents a tipping point in the relationship between expanding agriculture and pollen diversity, with declining pollen diversity evident in the records from the region. [ABSTRACT FROM AUTHOR]

In the challenging – and frightening – times in which we now live, education is seen as playing a key role in making change for the better. However, the Department for Education's (2022) strategy on education for sustainability and climate change, applicable to schools in England, is lacking in many areas and fails to address students', teachers', and teacher educators' priorities. Crucially, the environment and climate emergency greatly concerns many children and young people and these issues should be addressed across the whole curriculum, not just in geography and science. Further, there needs to be more focus on emotions rather than facts, wellbeing rather than the economy. So, the question is: How can we 'green' art, craft and design education to ensure it is both effective and affective? Art can change the world because it is 'homeless, endless, and edgeless' – this sounds exciting but does not aid teachers in curriculum design. In this paper I will share an emergent manifesto for an environmentally responsible art, craft and design (ACD) curriculum... [ABSTRACT FROM AUTHOR]

Postgraduate Certificate in Education (PGCE) secondary art and design trainees facilitated an art education project for pupils at a specialist school for visual impairment (VI) in the Northwest of England. This paper focuses on the ways in which the art education project was designed to better prepare PGCE trainees for working with pupils with VI. There is an exploration of a series of reflections at the end of the art education project and again upon completion of the PGCE course. Feedback provided by PGCE trainees indicated the ways they were able to transfer the skills learnt regarding teaching pupils with VI into practice, as they embark upon their careers. Existing literature highlights variation across initial teacher training (ITT) in relation to what is taught regarding special educational needs, this is generally due to time constraints on one year ITT courses. The findings indicate these experiences have implications for practice. through following their journey, initially PGCE trainees were apprehensive about working with pupils with VI. However, facilitating the art education project enabled PGCE trainees to become more confident working with pupils. PGCE trainees were able to develop as teachers. [ABSTRACT FROM AUTHOR]

In this paper, four colleagues working in teacher education reflect on a conversation. The conversation in question was a tangible discussion documented through frequent and purposeful email exchange, exploring traditionalist school art curricula through reference to lived experience, academic theory, and professional anecdote. The primary objective of this dialogic self‐enquiry was informal critical analysis of the cultural diversity and positioning of art objects that populate classroom curricula in English schools, starting with the 'African mask'. The secondary objective of our conversation was exploration of how complex talk on culture and curriculum might be modelled for schoolteachers yet to initiate similar conversations in their own professional contexts. We each provide reflections on the success of our conversation against these objectives and find that while email exchange provided some formal advantages for the structure of our discourse, this was not as we might have expected. The dialogue facilitated a rhizomatic deepening of our individual questioning of culturality in the classroom, which while nourishing was arguably unproductive in instrumental terms. Collectively, our reflections suggest that dialogue may be a critical catalyst for the latter, inherently private work of decolonising one's own critical teaching praxis. [ABSTRACT FROM AUTHOR]

Background: The Health of the Nation Outcomes Scales for people with Learning Disabilities (HoNOS-LD) is an 18-item measure which provides a structured and standardized approach to rating various clinical and psychosocial outcomes and has been in use nationally since 2002. Aims: To revise and improve the HoNOS-LD's utility in contemporary intellectual disability (ID) services whilst retaining its original objectives and five-point severity ratings. Method: ID clinicians were invited to complete an online survey, rating each item on the existing measure for being fit for purpose, identifying issues and suggesting improvements based on their experience of using the HoNOS-LD in practice. Scales were then assessed and revised sequentially; survey responses were used to inform discussion and revisions to the HoNOS-LD by the Advisory Board. Results: A total of 75 individuals replied. Respondents had used HoNOS-LD for an average of 8.0 years (S.D. 5.28 years) and 88% found the scale to be useful in their practice. On average, respondents used HoNOS-LD ratings to inform care 42.4% of the time (S.D. 33.5%). For each scale there was a significant negative correlation between the percentage of positive/very positive respondent ratings and the number of changes proposed. Common changes included simplifying terms, reducing ambiguity and replacing anachronistic language. Conclusion: The changes outlined in this paper are based on the advisory group's expert consensus. These changes are intended to improve reliability and validity but now need empirical testing as well as review by service users. [ABSTRACT FROM AUTHOR]

In 2021, Birmingham County Football Association (BCFA) in partnership with Newman University carried out a quantitative online review to assess coaches, volunteers, parents and young people's understanding of safeguarding information, policies and procedures in relation to football. This paper examines the findings from the children (aged 5–11) and young people (aged 12–17) using the Six Principles of Safeguarding to assess the current safeguarding measures in place to protect children and young people (CYP) playing grassroots football. The review found that whilst most CYP felt safe when playing organised football, there were some concerns raised from the young people in relation to angry parents, abuse and racism. Most children in both groupings had heard of the term safeguarding, but fewer had heard of the term welfare, and struggled to explain what welfare meant. A key finding and concern is that many CYP are not aware of the role of the Club Welfare Officer at their football club or that this might be someone to whom they can disclose issues concerning them. Furthermore, it became evident that further research, awareness raising and implementation of listening to and acting on children's voices needs to be fully embedded into safeguarding practice in children and young people's organised football. [ABSTRACT FROM AUTHOR]

Safeguarding for healthcare involves working together to protect adults, children, and young people at risk of harm. Despite global research and national guidance outlining health professionals' roles in this regard, there is limited knowledge about the type of strategies used to mobilise safeguarding research to practitioners in England. Our critical interpretive synthesis (CIS) sought to explore how safeguarding knowledge is mobilised to enable practitioners to use research effectively. This synthesis aimed to bridge the theory-practice gap in mobilising safeguarding knowledge to practitioners. Knowledge mobilisation (KMb) is an emerging discipline concerned with moving knowledge across communities to catalyse change. This review aimed to build understanding about how safeguarding knowledge is mobilised for healthcare in England and to synthesise the type of approaches undertaken to protect adults and children from harms, including abuse. A critical interpretive synthesis was undertaken using KMb theory and computer-assisted modelling technologies for secondary thematic analysis of complex literature of relevance, including qualitative research, reviews, and reports. Few papers informed how safeguarding knowledge is mobilised for healthcare in England. Learning from experience dominated the literature in three ways: (i) crisis response, (ii) practice engagement, and (iii) influencing actions (for "best" practice). Embedding safeguarding knowledge and skills in healthcare settings usually followed a crisis response. Learning from experience showed movement between practice engagement and influencing actions for adult and/or child protection. KMb might be useful in supporting the implementation of evidence-based safeguarding for practice. CIS identified a gap in how safeguarding research is mobilised to practitioners for healthcare. KMb theory provided an analytical bridge to computer-assisted modelling of factors associated with moving learning from experience to learning in practice. Future research could build on hybrid synthesising of safeguarding functions and impacts for healthcare, to enable practitioners to protect adults and children from multiple harms, including violence and abuse. [ABSTRACT FROM AUTHOR]

Informed consent (IC), following the Supreme Court judgment in Montgomery v Lanarkshire Health Board , [2015] UKSC 11, constitutes a key patients' right. There is a vast literature exploring the significance of this right, while an analysis of the role that this has played in England during the COVID-19 vaccine distribution has been under-explored. Using England as a case study, this paper argues that IC has received limited protection in the COVID-19 vaccination context of the adult population, upholding at its best only a minimalistic approach where mere 'consent' has been safeguarded. It suggests that new approaches should be brainstormed so as to more properly safeguard IC in a Montgomery-compliant-approach , namely in a way that enhances patients' autonomy and medical partnership, and also to better prepare and respond to future pandemics. [ABSTRACT FROM AUTHOR]

Drawing on life history interviews, this paper seeks to explore the lives of a group of eight teachers, all with working experience in England, who self-identify as committed to a more socially just education system. Drawing on Levitas' Utopia as method, this article examines these teachers' perspectives on and practices around social justice in education, such as aiming to eradicate exclusion policies and processes, and organising with like-minded colleagues. We also explore the significant professional and emotional labour that goes into such kinds of work towards a socially just education system, and the satisfaction that comes from 'making a difference'. Their perspectives also provide insight into what a vision of socially just education might look like for those in the teaching profession. [ABSTRACT FROM AUTHOR]

This paper assesses prospects for the relationship between educational studies and educational practice, with reference to the current institutional and policy context in England. Drawing on the sociology of educational knowledge and practice, it is argued that educational studies can be conceptualised in contrasting ways, by considering internal structures, external relations and how disciplinary problematics are defined, but also by how educational practice is portrayed. To develop the analysis, Bernstein's work on knowledge structures and academic and professional discourses is articulated with philosophical work that distinguishes between different conceptualisations of practice prevalent in the humanities and social sciences. This enables critical reflection on three arrangements of educational studies (the foundation disciplines, the new science, and the deliberative traditions) each with their own internal dynamic, socio-epistemic assumptions, relationship to policy, and implications for the future production of knowledge. This process of reflection is illustrated with reference to some recent developments in England that illuminate the current position of educational studies in relation to educational policy and practice. [ABSTRACT FROM AUTHOR]

This paper responds to the call for more research on the 'missing middle' by reporting the findings of a small-scale qualitative longitudinal study in the North of England exploring the labour market transitions of young people completing compulsory schooling with mid-level qualifications and seeking employment. It found that participants desired training which aligned with their skills, interests and future work intentions. Participants were drawn to seek apprenticeships because they offered 'earning and learning' in a real-life work environment. However, for the vast majority, apprenticeships were not available, so they turned to college to articulate their choices and gain work-related training. Qualifications were gained in order to gain leverage in the job market and help them achieve 'getting on' work. However, often a period of 'pinballing' between their ambitions and the reality of the labour market ensued due to the lack of desirable quality work available. The majority of participants were still resisting 'going nowhere' work and making efforts to achieve 'getting on' work when interviewed, however, some had stopped making the effort and resigned themselves to on-going poor quality work. The process of biographicity was, for them, a reconciliation with on-going low-quality work. [ABSTRACT FROM AUTHOR]

This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of 'governmentalities', and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the 'stances' that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards 'deference'. Coupling our insights with theorisations of dissent, we consider how 'infra-political dissent' could support key individuals to 'step up' and influence for more effective policy relative to climate change education, and to other areas of education or environment policy. [ABSTRACT FROM AUTHOR]

Why teachers choose their career has been a popular topic of research in many contexts since the introduction of the FIT-Choice framework by Watt and Richardson in 2007 to study teacher motivations. Although altruistic motivations have been identified as the common driving factor behind preservice teachers' (PSTs') decision to enter the field, there are other motivational factors--such as teaching being a career that fits well with family commitments, or choosing teacher education as a 'fallback' option--that are widely reported in different contexts. The introduction of incentives for student teachers in certain subjects has been subject to media criticism in England as promoting 'bursary tourism'. This study investigates the career entry motivations and teaching perceptions of PSTs from a university that is one of the key teacher education providers in the country, using the FIT-Choice framework. The paper discusses the findings (N = 115), including validation of the FIT-Choice scale, collecting data on 12 motivations and six perceptions, along with preliminary findings. It was identified that intrinsic career values were the highest rated motivation, followed by altruistic values such as the desire to make a social contribution and being a part of shaping the future of children and adolescents. Perceived abilities were also rated higher, while personal utility values and task returns--including monetary rewards--were rated very low. While the participants agreed that the job is professionally and emotionally demanding, it was promising to note that they were highly satisfied with their career choice, implicitly indicating their intention to continue in the teaching profession. Gender differences, along with field of study and training pathway differences in motivations and teaching perceptions are also discussed, with practical implications. [ABSTRACT FROM AUTHOR]

Breaktimes are ubiquitous in English schools. Research suggests they have social value for children, but school staff often have a range of concerns about breaktimes and tend to undervalue them. However, there is little understanding about these times, not least because data are not collected about their organisation and characteristics. This paper brings together data from three national surveys undertaken in 1995, 2006 and 2017 of head teachers of primary and secondary schools to provide an understanding of the nature, organisation and staff attitudes towards breaktimes and how they have changed over 25 years. At each survey point, completed questionnaires were received from representative random samples of over 1000 primary and secondary schools. Results showed marked reductions in the average total amount of time for breaks, the virtual abolition of afternoon breaks and a decline in time available for lunchtime breaks. The reductions were largely for behavioural reasons and to increase time for learning. Results also show variations in the length of breaktimes across school types and in relation to socioeconomic disadvantage, and changes to the amount of supervision provided by schools. Attitudes towards breaks varied across primary and secondary phases, and the withholding of breaks was used by schools to address poor pupil behaviour and disengagement. Schools continued to have concerns about the management of behaviour during breaktimes, even when breaks had already been shortened. It is suggested that staff undervalue the potential contribution that breaktimes afford the development and wellbeing of children and young people in school. [ABSTRACT FROM AUTHOR]

Background: Growing evidence of mental disorders among people going through the criminal justice system suggests the potential benefit of courts adding a Mental Health Treatment Requirement (MHTR) when sentencing an offender to a Community Order (sentence) in England and Wales. Although available since 2003, MHTRs have not been widely used, and there is little evidence on outcomes. Aim: To conduct the first large‐scale evaluation of mental health outcomes of people with an MHTR as part of their community sentence across multiple sites in England and Wales. Methods: Data were collected from 14 sites in England and Wales about individuals who were given an MHTR as part of a community sentence. They were assessed before and after this. During the MHTR, they received a psychotherapeutic intervention by assistant psychologists in a primary care framework. Measures of psychological distress (Clinical Outcomes in Routine Evaluation—Outcome Measure), anxiety (Generalised Anxiety Disorder‐7) and depression (Patient Health Questionnaire) were completed before the MHTR was implemented and after completion. Results: Where paired sample t‐tests and Wilcoxon signed ranked tests were used, with samples ranging between 309 and 447 individuals, clinically significant changes were obtained for all measures. Most individuals (63%) were identified as experiencing a reliable change in at least two out of the three scales. Finally, a negative linear relationship, between measures at the start of the intervention and reliable change, was identified with higher pre‐measures, indicating that more initial distress, anxiety and/or depression were associated with more sizeable changes. Conclusions: This paper provides the first substantial evidence in support of the MHTR within a primary mental healthcare framework as an effective pathway to reduce mental health problems among individuals under probation supervision as part of a sentence after conviction for a criminal offence. This supports the expansion of the provision across England and Wales. Future research should take account of the non‐completers and explore the relationship between the MHTR, mental health improvements and reoffending. [ABSTRACT FROM AUTHOR]

This article explores the patriotism and national identity of English soldiers during the First World War. Using this conflict as a case-study, it draws together work on Great War mentalities and scholarship on Englishness. It argues that individuals' national identity focused on and formed around the 'implicit nation', which was primarily concerned with communities and parochial local (or regional) spaces. There was no 'essential' England: the homeland could be rural or urban, natural or human. English national identity embraced this plurality. Using published material, soldiers' newspapers and private letters, diaries and postcards, this article highlights the ways in which allegiance to an 'implicit nation' was nurtured by a military that championed local and regional identities. As subjects, not citizens, soldiers naturally centred their attention on the communities and landscapes of their homeland. The war did not diminish men's emotional connections to these homelands; in fact, it made them all the stronger. In concentrating on the subjective and emotional features of patriotism, this paper suggests that Englishness was inherently heterogeneous and drew its strength from this. Rather than a commitment to abstract structures such as the state, or theoretical political principles, it argues that English national identity embraced a composite, or patchwork, of mutually supporting patriotisms attached to particular homelands. It was a sense of these homelands that underlay men's identification with Britishness, the Empire and the monarchy. Importantly, soldiers' experience of the First World War gave this a new (or at least more vocal) articulation. [ABSTRACT FROM AUTHOR]

Common mental disorders (CMDs) are prevalent throughout the population. Psychological therapy is often sought via primary care; however, equitable access is not commonplace. This review aims to investigate the barriers and facilitators adults experiencing CMDs perceive when accessing evidence-based psychological treatment in England. A qualitative systematic review with meta-synthesis was conducted (PROSPERO CRD42020227039). Seven electronic databases were searched for papers from 2008 to October 2022. Searches identified 30 studies from which three themes were developed with seven subthemes. Stigma and patients' perceptions and understandings of CMDs impacted their help-seeking decision-making and engagement with services. This meant that services were not used as a first resort for help-seeking. Upon reaching services, patients appeared to perceive primary care as not prioritising mental health problems, nor as being the place where they would be supported, particularly as healthcare professionals did not appear to know about CMDs and therapy was seen as difficult to access. The interaction between healthcare professional and patients was seen as pivotal to whether patients accessed support or not. The review is limited to research conducted within England. Additionally, it only explores access barriers prior to treatment experiences. Knowledge, attitudinal, systemic and relational barriers and facilitators were identified. Future research should focus on developing stigma reduction initiatives. Clinical implications include provision of standardised training across primary care HCP (healthcare professionals). • Barriers, such as stigma, are experienced by patients before engaging with services. • Primary care is not viewed as where common mental health disorders are supported. • The patient-healthcare professional relationship is pivotal to accessing support. [ABSTRACT FROM AUTHOR]

Children's services in England are undergoing their most radical transformation since 1948 following the passage of the Children Act 2004. A key part of these changes is the legal requirement to have an Integrated Inspection Framework to assess the extent to which the new Children's Services Authorities have succeeded in meeting five key outcomes—being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being. To this end, up to ten national inspectorates have to coordinate their activities to a hitherto unparalleled extent. This article describes the nature and scale of the new remit and identifies a number of unresolved issues that could impede progress. It is argued that the policy has the hallmarks and accompanying limitations of a top–down exercise in policy formulation and implementation. [ABSTRACT FROM AUTHOR]

Reports on the 1st European Workshop on Multi-Agent Systems, held at St. Catherine's College in Oxford University in Oxford, England. Increase in the number of European researchers in the area of multi-agent systems; Aim of the workshop; Sessions in the workshop; Details of the second Workshop on Multi-Agent Systems.

Within the substantial body of work examining young people's information-seeking behavior, little research has specifically investigated youngsters' rise of serials. However, a recent project undertaken in England into the information universes of four- to eighteenyear-olds has revealed many patterns in relation to this issue. Most notably, the study found little consultation of serials by young people for academic work and although their use to meet recreational needs was greater, even in this context the Internet was exploited more. Serials in libraries were seldom examined. The study findings have implications for information skills teaching and the treatment of serials in libraries. [ABSTRACT FROM AUTHOR]

Discusses the need to reform the law relating to shared housing in England and Wales. History of the Law Commission project; Law affecting home-sharers; Consequence of cohabiting relationship.

Presents comparison and critique on Rural White Papers for England, Scotland and Wales, published by British government between October 1995 and March 1996. The ethos and aims of Rural White Papers; Specific proposals and measures in the Rural White Papers; Policy objectives of the English RWP, Welsh RWP, and Scottish RWP; Reasons behind the persuasive case for incorporating the Ministry's regional management into the Government Offices; Conclusions.

Assesses the validated outcome instrument quality of life in hip revision with impacted morselized allograft bone and cemented Exeter prosthesis compared to primary hip replacement in England. Outcomes of hip revision; Indication of the Nottingham Health Profile scores after revision; Duration of the primary cemented hip replacement.

Objective: To describe mental health service provision for adults of working age in England. Method: Services in an inner London area are described so as to illustrate current patterns of service organization in England. National trends are then discussed. Results: Despite relatively low public expenditure, substantial progress has been made in deinstitutionalization and development of comprehensive community-based services. Persisting difficulties include high staff turnover, a minority of patients who do not engage with community services, user and carer dissatisfaction with emergency services, and social exclusion because of stigma. Recent government policy advocates resolving some of these problems using new service models such as assertive outreach and crisis teams. Conclusion: Closure of the large asylums has largely been accomplished. England is now entering a new phase in community service development, with a range of innovative developments aimed at resolving problems still encountered after the initial phases of integrated community service development. [ABSTRACT FROM AUTHOR]

Presents an article on pressing issues in the dementia and dementia services symposium at the Royal College of Physicians in London, England on January 28 to 29, 1999. Geographical inequities involving care for the elderly; Information on a survey conducted by the Alzheimer's Disease Society on Health Authorities' plans and purchasing intentions for dementia services.

Presents information on a women's synod at Liverpool Hope University College in Liverpool, California from July 24 to 28, 1999. Characteristics of the synod; Description of the synod's format; Text of letters to church leaders in Great Britain, women's organizations and synod participants.

This paper examines the role of collective memory in the protection of "traditional" sociocultural and symbolic aspects of football vis-à-vis the processes of commodification and globalization. Empirical evidence that underpins the analysis is drawn from a multisite ethnographic study of football fan activism in the Czech Republic, Italy, and England, as well as at the European level. The authors argue that collective memory represents a significant component of the supporters' mobilization and is related to the protection of specific football sites of memory, including club names, logos, colors, places, heroes, tragedies, and histories. The authors further explain that collective memory operates through three interconnected dimensions: embedded collective memory, transcendent collective memory, and the collective memory of contentious politics. [ABSTRACT FROM AUTHOR]

The General Medical Council hearing into events at the Bristol Royal Infirmary resulted in verdicts of serious professional misconduct against three senior doctors. After the longest-running hearing in the GMC’s history the press response was fierce. This paper reviews the reporting of the Bristol case (and issues arising from it) in the main broadsheet and tabloid national newspapers (dailies and Sundays) in the 5-week period around the GMC’s delivery of the verdicts and subsequent sentencing. The aim was to describe the main themes emerging from the press coverage and to assess the implications for future debates over clinical performance and accountability. Media interest in the Bristol case was intense (184 published items in 5 weeks). The reporting was emotive and largely hostile, raising doubts about not just isolated lapses of care but also the possibility of more systematic failings. Diminished trust and reduced public confidence were recurrent themes, powerfully expressed. Professional self-regulation received scathing criticism, with calls for more public access to individual performance data. Future debates about clinical governance will need to take account of the new public context in the wake of Bristol. Arguments about the relative merits of self-regulation or data-driven performance management systems now need to be played out for a knowing and openly sceptical print media. [ABSTRACT FROM AUTHOR]

This paper delineates the growth of academy trusts in England before exploring government intentions to base the future state-funded school system on 'strong' multi-academy trusts. Academies, directly funded by the central government, first appeared in 2002 as an alternative to local authority-managed provision, with the initial intention of addressing continued underperformance of schools in urban areas. It was not until 2010, however, with an incoming Coalition government that the academisation process was widened, a policy seemingly driven by a desire to limit the influence of local authorities in line with principles of new public management (NPM). The number of academies increased dramatically (for a variety of reasons) to the point where now over half the school population are within them. Individual academies have, since the appointment of Regional School Commissioners in 2014, been encouraged to join formally with other academies as multi-academy trusts (MATs). Whilst by 2022 there were nearly 10,000 academies, most were in MATs with the government signalling its intention through a White Paper to base the future on them. The academisation process has featured several areas of concern, however, not all of which will be resolved by the policy statements contained in this proposal for new legislation. [ABSTRACT FROM AUTHOR]

The article presents abstracts of research papers and posters which were presented at the Sixth Congress of the European Society of Endodontology, held in London, Great Britain from November 11 to 13, 1993. Some of the topics discussed are: Modification of a resin bone cement for use as a root canal sealer, comparison between malleability of warm and cold gutta-percha, an alternative method for micro-organism detection in endodontics, reasons for endodontic treatment among Swedish general pracitioners and the incidence of mandibular premolars with more than one root canal.

The article presents research papers on clinical observations and follow-up patients at the Bethlem Royal Hospital in London, England. There are eight chapters that presents background, aims, method and clinical characteristics of patients. In the first chapter, Felix Post summarizes present knowledge of late paraphrenia, drawing on the clinical descriptions of earlier workers and emphasizing the relative rarity of descriptions of schizophrenia occurring after the age of 50 or 60 and the difficulty early nosologists had in making the differentiation from senile psychosis.

Focuses on the features of an automated system using the STATUS software for cataloging the papers of the first Duke of Wellington in Southampton University Library in Southampton, England. Analysis of the data structure; Arrangement of the database; Routines of the data preparation; Management of data; Demonstrations on the use of database for searching; Accessibility of the database.

Background: The MODEM project (A comprehensive approach to MODelling outcome and costs impacts of interventions for DEMentia) explores how changes in arrangements for the future treatment and care of people living with dementia, and support for family and other unpaid carers, could result in better outcomes and more efficient use of resources.Methods: MODEM starts with a systematic mapping of the literature on effective and (potentially) cost-effective interventions in dementia care. Those findings, as well as data from a cohort, will then be used to model the quality of life and cost impacts of making these evidence-based interventions more widely available in England over the period from now to 2040. Modelling will use a suite of models, combining microsimulation and macrosimulation methods, modelling the costs and outcomes of care, both for an individual over the life-course from the point of dementia diagnosis, and for individuals and England as a whole in a particular year. Project outputs will include an online Dementia Evidence Toolkit, making evidence summaries and a literature database available free to anyone, papers in academic journals and other written outputs, and a MODEM Legacy Model, which will enable local commissioners of services to apply the model to their own populations.Discussion: Modelling the effects of evidence-based cost-effective interventions and making this information widely available has the potential to improve the health and quality of life both of people with dementia and their carers, while ensuring that resources are used efficiently. [ABSTRACT FROM AUTHOR]

In the late 19th century, British women were struggling to enter the dental profession. From a young age, Lilian Lindsay was determined to become a qualified dentist. This paper describes her struggles and successes in attaining her goal, which was reached in 1895 when she became the first, female, qualified dentist. The paper then continues to highlight her subsequent career. [ABSTRACT FROM AUTHOR]

The paper discusses how the design of summative assessments of practical science can be enhanced through the use of robust theoretical models that capture the diversity of scientific methods. The developments in assessment policy in England and the role of practical science in teaching and learning of science are reviewed. The paper has two main purposes: (a) to explore how summative assessments of practical science can potentially reflect the breadth of scientific methods; and (b) to investigate how Year 10 students in England engage with and perceive summative assessments designed using Brandon's Matrix, a framework clarifying the diversity of scientific methods. The paper draws on data from Year 10 (14–15 years old) students with a sample of physics assessment tasks developed using Brandon's Matrix. The study focused on the development of a series of assessment questions based on Brandon's Matrix, a framework by a philosopher of science, who classifies scientific methods in a taxonomy. Students' performance on the assessments as well as their perceptions about practical science are investigated. The results suggest that students held a very narrow understanding of what a scientific method is and often linked it to hypothesis testing, variable manipulation and measurement of several variables. Furthermore, they reported not to enjoy drawing conclusions from data. [ABSTRACT FROM AUTHOR]

This paper focuses on the colleges and institutes of higher education (CIHEs), major providers of HE, almost sixty of which existed in England and Wales between the 1970s and the early twenty-first century. Its central argument is that a failure to develop the CIHEs as specialist institutions of advanced professional learning along the lines of the German Berufsakademien (rather than being recast as universities of moderate standing) was a significant error, especially in terms of failing to provide a viable alternative to university-based higher education in England and Wales. This alternative trajectory would, I argue, have been beneficial both for the CIHEs as institutions and for those sections of the labour market most associated with them, especially in terms of resolving some of the long-standing tensions between academic and work-related learning in preparing aspiring professionals for employment in a range of people-centred occupations. The paper traces the historical development of the CIHEs and critically considers how they might have been alternatively fostered following the 1978 Oakes Report, a possibility, which, it is argued, was effectively extinguished following the neoliberal turn, which took place from the end of the 1970s onwards. [ABSTRACT FROM AUTHOR]

This paper examines how gender affects Polish men's vulnerability to labour exploitation in Britain, given the relatively little research investigating the role of gender in modern slavery labour exploitation. Drawing on a sample of male Polish migrants living in England, this paper makes a novel contribution by addressing several potential shortcomings of prior analyses in analysing the role of gender at different moments of the men's experiences of exploitation. Key findings suggest some Polish men conform to traditional gender roles embedded in and shaped by Polish society and its specific socio-economic and political transformation. Their desire to conform intensifies pressures to migrate and work to uphold their status as providers. However, their accounts demonstrate that gendered pressures sometimes complicate concerns over unscrupulous labour dynamics, which increase their vulnerability to labour exploitation and prevent some from seeking help. Moreover, the reluctance to report their exploitation can unintentionally steer them into perilous situations or further exploitation, which raises important questions for victim reporting and protection. Many of these men's accounts provide empirical support for gender-role conflict theory and the necessity for masculinity and its effects to be included in national policy and frameworks to address modern slavery. [ABSTRACT FROM AUTHOR]

Background: Early intervention is essential healthcare for stuttering, and the translation of research findings to community settings is a potential roadblock to it. Aims: This study was designed to replicate and extend the Lidcombe Program community translation findings of O'Brian et al. (2013) but with larger participant numbers, incorporating clinicians (speech pathologists/speech anlanguage therapists) and their clients from Australia and England. Methods & Procedures: Participants were 51 clinicians working in public and private clinics across Australia (n = 36) and England (n = 15), and 121 of their young stuttering clients and their families. Outcome measures were percentage of syllables stuttered (%SS), parent severity ratings at 9 months post‐recruitment, number of clinic visits to complete Stage 1 of the Lidcombe Program, and therapist drift. Outcomes & Results: Community clinicians in both countries achieved similar outcomes to those from randomized controlled trials. Therapist drift emerged as an issue with community translation. Speech and language therapists in England attained outcomes 1.0%SS above the speech pathologists in Australia, although their scores were within the range attained in randomized trials. Conclusions & Implications: Community clinicians from Australia and England can attain Lidcombe Program outcome benchmarks established in randomized trials. This finding is reassuring in light of the controlled conditions in clinical trials of the Lidcombe Program compared with its conduct in community practice. The long‐term impact of therapist drift in community clinical practice with the Lidcombe Program has yet to be determined. WHAT THIS PAPER ADDS: What is already known on the subject: The Lidcombe Program is an efficacious early stuttering intervention. Translation to clinical communities has been studied with one Australian cohort. What this paper adds to existing knowledge: A larger translation cohort is studied, comprising community clinicians and children in Australia and England. What are the potential or actual clinical implications of this work?: Community clinicians from Australia and England can attain Lidcombe Program outcome benchmarks established in randomized trials. This finding is reassuring in light of the controlled conditions in clinical trials of the Lidcombe Program compared with its conduct in community practice. [ABSTRACT FROM AUTHOR]

Finding one's way around a town, the house of a friend, or a specific shop, are everyday practices and challenges that involve the application of much implicit knowledge—knowledge of spatial patterns, routes, and directions, for instance, which is often acquired performatively and unconsciously. In eighteenth-century England, rapid urbanization, increased mobility, and intensified commercial exchange aggravated such challenges. This gave rise to various media designed to assist orientation and make local knowledge more readily available to wider audiences, for example, in maps, directories, and guidebooks. One type of information particularly affected by this development was the street address of individual residents and businesses. While up until the beginning of the eighteenth century such directions, as used in advertisements and on letters, tended to be highly specific, detailed, and changeable, over the course of a few decades, they became more standardized and concise. This was closely connected to an increasing tendency to treat addresses as stable and clear-cut pieces of information that could be passed on, published, and retrieved easily. Originally fluid, tacit knowledge was thus transformed into standardized, explicit information, fixed on calling cards and in directories. However, these forms of publication not only served to facilitate social and economic interactions, but they also touched upon sensitive issues of privacy: being easy to find was not necessarily desirable and, in fact, deemed rather risky by some, who consequently tried to keep information about their place of residence or work private. This paper sketches the development of styles and practices of street addressing in England between 1650 and 1850, drawing upon rich source material such as letters, directories, advertisements, and Post Office papers as well as contemporary novels. It serves as a case study of the complex relations between tacit and explicit, private and public knowledge. [ABSTRACT FROM AUTHOR]

Responding to current and future climate change demands urgent, transformative adaptation, yet in many policy systems inaction continues to prevail. This paper examines apparent resistance to policy change and the persistence of business-as-usual through a 'lock-in perspective', which means that attention is paid to how reinforcing mechanisms drive stabilisation and resistance in policy systems. Offering a fresh synthesis of known lock-in mechanisms in the literature, this paper explores the role of those mechanisms in two empirical cases of coastal adaptation: England (U.K.) and Schleswig-Holstein (Germany). While several known lock-mechanisms are observable, some are newly identified in this adaptation context. We offer a critical reflection on the added value of the lock-in perspective for understanding policy stability. In turn, the identification of self- and mutually reinforcing mechanisms provides a much-needed foundation for targeted policy interventions and efforts to 'unlock' climate adaptation pathways. [ABSTRACT FROM AUTHOR]

This paper examines how the spaces through which legal trials take place shape attitudes towards justice. There has been a growing academic interest in the role of courts in configuring the relationships between trial participants and consequently reproducing pre‐established hierarchies of power. This paper builds on this work to consider the spatiality of trials from the perspective of a particular group of court users: defendants. Drawing on qualitative data drawn from a longitudinal study conducted in prisons in England and Wales, the paper examines how defendants perceive trial spaces, exploring in particular how such insights expand beyond the narrow focus on the courtroom to draw in experiences of transportation, holding cells, bodily restrictions, and the provision of food. In doing so, we seek to contribute to debates concerning penal consciousness, whereby the subjectivity and embodiment of individual participants illuminate differential experiences of the material and legal nature of trial processes. The paper concludes by emphasising how a focus on penal consciousness can help to address perceptions of the injustice of trial outcomes while improving the accessibility of courts. There has been a growing academic interest in the role of courts in configuring the relationships between trial participants and consequently reproducing pre‐established hierarchies of power. This paper builds on this work to consider the spatiality of trials from the perspective of a particular group of court users: defendants. Drawing on qualitative data drawn from a longitudinal study conducted in prisons in England and Wales, the paper examines how defendants perceive trial spaces, exploring in particular how such insights expand beyond the narrow focus on the courtroom to draw in experiences of transportation, holding cells, bodily restrictions, and the provision of food. [ABSTRACT FROM AUTHOR]

Secure property rights are usually considered to be essential for sustained economic development. In England, it is debated whether property rights have been secure since the medieval period or if they were only established after the Glorious Revolution. In this context, the paper examines the Court of Wards, which from 1540 to 1646 administered the Crown's right to take custody of children and their lands when these were held by feudal-military tenures. The paper shows that wardship was a common occurrence, its exactions arbitrary but often heavy, and that it reduced the value of lands held by these tenures. [ABSTRACT FROM AUTHOR]

Purpose: Local Safeguarding Adults Board (SAB) policies, procedures, guidance and related documents on self-neglect were gathered and analysed, to map what approaches are being taken across England. This paper aims to identify areas of divergence to highlight innovations or challenges faced by SABs. Design/methodology/approach: Self-neglect documents were identified by searching SAB websites. Data were extracted into a framework enabling synthesis and comparison between documents. Findings: This paper reports on how English SAB documentation defines self-neglect, treats executive capacity, lays out pathways for self-neglect cases, advises on refusal of service input and multi-agency coordination and draws on theories or tools. Greater coherence in understanding self-neglect has developed since it was brought within safeguarding in 2014; however, variation remains regarding scope, referral pathways and threshold criteria. Research limitations/implications: This review was limited to published SAB documentation at one point in time and could not consider either the wider context of safeguarding guidance and training or implementation in practice. Practical implications: This review provides an overview of how SABs are interpreting national guidance and guiding practitioners. The trends and areas of uncertainty identified offer a resource for informed research and policy-making. Originality/value: To the best of the author's knowledge, this is the first systematic survey of SAB self-neglect policies, procedures and guidance since self-neglect was included under safeguarding. [ABSTRACT FROM AUTHOR]