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Previous research has found varied effects of informal care provision on the carer's health status. Few studies have, however, examined this relationship dynamically. This paper is the first to analyse trajectories of care among men and women in mid-life and their impact on health outcomes using a nationally representative prospective cohort study. Data from three waves of the United Kingdom (UK) National Child Development Study (N = 7,465), when the respondents were aged 46, 50 and 55, are used to derive care trajectories capturing the dynamics of care provision and its intensity. Logistic regression investigates the impact of caring between the ages of 46 and 55 on the carers' report of depression and poor health at age 55. At age 46, 9 per cent of men and 16 per cent of women provided some level of informal care; rising to 60 per cent for both genders at ages 50 and 55. Just 7 per cent of women and 4 per cent of men provided care at all observation points, with the most common trajectory being 'starting to care' at ages 50 or 55. New carers experienced a lower risk of depression at age 55, reflecting that they may not have experienced the caring role long enough to have an adverse impact on their wellbeing. The findings highlight that the majority of individuals with surviving parents experience caring at some point during mid-life, underlining the need for further longitudinal research to better understand the complex relationships between care-giving and health for different groups of cares. [ABSTRACT FROM AUTHOR]

The focus of this paper is upon the educational background of academic lawyers in England and Wales and the extent to which qualifications from certain institutions may be seen as acting as a proxy for social class. In recent years higher educational background and socio-economic background have been significant topics of research relating to entry to the legal professions and judiciary in England and Wales. There is a relative absence of such research relating to academic lawyers. The research discussed in this paper aims to close that gap. The paper argues that critiques relating to the elite nature of the traditional legal professions in terms of educational background have parallels within the academic legal community, evidenced by a dominance of those educated at Cambridge, Oxford and other Russell Group institutions, with relatively lower proportions of graduates from other sectors, most notably the post-1992 universities. The paper further argues that economic hurdles to entry to an academic legal career are significantly higher than those for other law related careers, potentially exacerbating issues of socio-economic exclusion. The conclusion drawn is that law schools should engage proactively with measures to expand opportunities for entrants into the academic legal community from candidates from a much wider range of educational backgrounds. [ABSTRACT FROM AUTHOR]

Introduction: The virtual environment for radiotherapy training (VERT) helps students to gain technical skills and understanding of 3D anatomy and dosimetry. It has potential as a tool for treatment plan evaluation, although little formal evidence currently supports this. Aim: This paper reports findings from a plan evaluation workshop that facilitated comparison of VERT plan evaluation tools with those provided by conventional treatment planning software (TPS). Method: Students on a pre-registration Post-Graduate Diploma in Radiotherapy worked in small groups evaluating lung plans using both VERT and Eclipse TPS tools. All students were invited to provide ratings concerning how helpful each modality was for a range of evaluation parameters and preferences for use. Results: Most students (11 out of 14) found the session useful and expressed a desire to use VERT in future plan evaluation. The TPS was perceived to be more helpful with constraint-based evaluation while VERT was more helpful with evaluating plans for clinical set-up and delivery (p < 0·001). Conclusion: Student therapeutic radiographers found VERT to be helpful as a plan evaluation tool alongside standard TPS tools, in particular for clinical set-up and delivery aspects of planning. Future work is ongoing to identify the specific impact of VERT as a plan evaluation tool for both students and qualified planners. [ABSTRACT FROM AUTHOR]

This paper examines the possibility that life-long learning promotes intergenerational class mobility. The following two research questions are asked. Is it the case that further education provides individuals coming from less advantaged origins with a second chance to improve on their educational attainment? Is it the case that the returns to further qualifications, in terms of chances of upward class career mobility, are greater for children from less advantaged backgrounds than for children from more advantaged backgrounds? The analyses – that are based on the complete educational and class histories of men and women in a British birth cohort – mainly produce negative findings. Children coming from managerial and professional backgrounds seem to benefit most from further education. More specifically, further education appears to be an effective means of career advancement for individuals of managerial and professional origins who start out in their working lives in relatively low-level class positions. Via further education they can increase or update their qualifications, and in turn enhance their chances of being counter-mobile back to their class of origin. Overall, based on the findings of this paper, we can conclude that qualifications attained through life-long learning primarily serve to maintain, rather than to narrow, inequalities attached to social origins in Britain. [ABSTRACT FROM PUBLISHER]

Since its foundation in 1959, the Linguistics Association of Great Britain has established itself as one of the three associations for UK linguistics, alongside the much older Philological Society and its own child, the British Association for Applied Linguistics, though the relations among the associations are not always clear and can be somewhat problematic. The LAGB's main characteristic has always been its annual or twice-yearly conferences with a focus on language structure, but it also has its own journal and has taken a lead in promoting linguistics to funding and educational authorities. The paper outlines these events and how the LAGB's internal organisation has evolved to deal with them, and ends with three choices that face the association in its second half-century. [ABSTRACT FROM AUTHOR]

This study examines how friends in their mid-twenties appropriate texts from videogames they have played to serve particular functions in their everyday face-to-face conversations. Speakers use references to the videogames Papers, Please and The Oregon Trail to shift the epistemic territories of conversations when they encounter interactional dilemmas. These epistemic shifts simultaneously rekey formerly problematic talk (on topics like rent, money, and injuries) to lighter, humorous talk, reframing these issues as being part of a lived videogame experience. Overlapping game frames are laminated upon real-life frames, and are strengthened by embedded frames containing constructed dialogue. This study contributes to understanding how epistemic shifts relying on intertextual ties can shift frames during interactional dilemmas in everyday conversation, which is ultimately conducive to group identity construction. (Intertextuality, framing, epistemics, identity, interactional sociolinguistics, discourse analysis, humor, videogames)* [ABSTRACT FROM PUBLISHER]

The article presents information related to social policy. The topics included are social security and income maintenance, health care, education, housing and environment, personal social services, law and the treatment of the offender, unemployment and the labor market, race relations, voluntary sector, local government, gender and demography. A review of new research finds that income inequality in Great Britain narrowed slightly in the early to mid 1990's, but was still much greater than in any. previous post-war decade. The Green Paper on public health replaces twenty-seven targets with four with a similar Green Paper for Scotland. The government is consulting on a new regulatory regime for education and lay care. An advisory panel on sustainable development throws doubt on forecasts of 4.4 million new homes needed by 2016. A Bill guaranteeing help with residential care costs for people with limited assets had a third reading. The government released additional funding for the record prison population. Employment Service performance targets emphasize helping people disadvantaged in the labor market move from welfare to work.

Background:The surgical trainee has to acquire surgical skills in an era of reduced training hours and greater demands for efficient use of operating theatre time. Many surgical specialties are utilising model and simulation-based training to provide safe, low-pressure training opportunities for today's trainee.Method and results:This paper describes a simple, relatively inexpensive tonsillectomy model that enables the practice of tonsil removal and ligation of bleeding vessels. The model is beneficial for the patient, trainee and trainer.Conclusion:The pseudo mouth and active bleeding components of this model provide the trainee with a relatively inexpensive, realistic model with which to gain confidence and competence in the skill of ligating tonsillar blood vessels with a tonsil tie. [ABSTRACT FROM PUBLISHER]

Since the previous edition of these guidelines, significant changes have taken place in the training and assessment of surgeons and oncologists who treat patients with head and neck cancer. For those intending to become head and neck surgeons, a fellowship in head and neck surgery is virtually mandatory. This paper summarises the current career structure to specialise in head and neck oncology and surgery in the UK. [ABSTRACT FROM AUTHOR]

Background: ENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools. Objective: To assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum. Method: Two students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met. Results: Sixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures. Conclusion: There is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented. [ABSTRACT FROM AUTHOR]

Two short paragraphs, 42 and 43, in the White Paper, Excellence in Schools, published in July 1997, announced the UK government's intention to educate for citizenship:Schools can help to ensure that young people feel that they have a stake in our society and the community in which they live by teaching them the nature of democracy and the duties, responsibilities and rights of citizens. [ABSTRACT FROM PUBLISHER]

Objectives: This study seeks the opinions of qualified doctors on what they feel medical students should learn about otolaryngology. It aims to identify both the content deemed relevant and the performance levels for medical students in otolaryngology. Methods: A national survey developed from a content analysis of undergraduate otolaryngology curricula from the UK was undertaken, accompanied by a review of the literature and input from an expert group. Data were collected from a wide range of doctors. Results: Participants felt that graduating students should be able to: recognise, assess and initiate management for common and life-threatening acute conditions; take an appropriate patient history; and perform an appropriate examination for the majority of otolaryngology clinical conditions but manage only a select few. Conclusion: This study reports performance levels for otolaryngology topics at an undergraduate level. Participating doctors felt that a higher level of performance should be expected of students treating life-threatening, acute and common otolaryngology conditions. [ABSTRACT FROM AUTHOR]

The article discusses the relationship between the state and higher education in Great Britain, focusing on how governmental financial policy affects the humanities and social sciences, particularly the field of medical history. It comments on the funding of higher education, examining what the author calls the semi-privatization of universities. The author also reflects on the impact of the 2008 global financial crisis, the reforms of former British Prime Minister Margaret Thatcher, and the governmental study on higher education funding called the Browne Report.

The article focuses on university education in Great Britain. There has been a substantial increase in the number of individuals obtaining a degree in Great Britain. The proportion of young people studying full-time in universities increased from 13 percent in 1980 to 33 percent in 2000 and the Labour Government has expressed a desire to see this figure rise to 50 percent. In the White Paper "The Future of Higher Education," the government announced its intention to introduce from 2006 a new Graduate Contribution Scheme under which universities would be allowed to charge fees up to 3,000 pounds per year for each course with payments by students deferred until after they had graduated.

Background: As a response to the acute strain placed on the National Health Service during the first wave of coronavirus disease 2019 in the UK, a number of junior doctors including ENT trainees were redeployed to other clinical specialties. This presented these trainees with novel challenges and opportunities. Methods: A qualitative study was performed to explore these experiences, undertaking semi-structured interviews with ENT trainees between 17th and 30th July. Participants were recruited through purposeful sampling. Interview transcripts underwent thematic analysis using Dedoose software. Results: Seven ENT trainees were interviewed, ranging from specialty trainee years four to eight ('ST4' to 'ST8') in grade. Six core themes were identified: organisation of redeployment, utilisation of skill set, emotional impact of redeployment, redeployed team dynamics, concerns about safety and impact on training. Conclusion: The ENT trainees' experiences of redeployment described highlight some important lessons and considerations for future redeployments. [ABSTRACT FROM AUTHOR]

Background. There has been an increase in the numbers of homeless young people in Britain. Little is known of the health and social welfare needs of this population. Method. This case–control study compares a random sample of homeless people aged under 22 years recruited from consecutive attenders at two of London's largest facilities for homeless young people with a contemporaneous sample of domiciled young people recruited through general practice registration lists. The homeless and domiciled groups were compared on measures of childhood care, education and psychiatric disorder. Results. One hundred and sixty-one homeless people (88% of those approached) and 107 domiciled subjects (60% of those approached) were interviewed. Sixty-nine per cent of homeless and a third of the domiciled subjects reported a childhood lacking in affection, with indifferent and often violent carers. Psychiatric disorder was identified in 62% of homeless respondents and a quarter of the domiciled population. A fifth of homeless and 5 domiciled respondents had attempted suicide in the previous year. Multivariate analysis suggest that childhood adversity, low educational attainment and the prior presence of psychiatric disorder all independently increase the likelihood of homelessness in a youthful population. Conclusions. The evidence presented in this paper supports the hypotheses that characterize the young homeless population as experiencing higher rates of childhood adversity and psychiatric disorder than their domiciled contemporaries. A tentative model is suggested whereby childhood experiences, educational attainment and the prior presence of psychiatric disorder all independently increase the likelihood of homelessness in a youthful population. [ABSTRACT FROM AUTHOR]

This article presents references to various items published in the "Journal of Social Policy" during May-July 1996. The 1994/5 Family Resources Survey shows that three in four households get some form of social security benefit and that 31 per cent of households have no savings, excluding housing and pensions. The average household in Wales now has a lower gross weekly income than in Northern Ireland. Overall, the North/South divide continued to narrow in 1994. The government used research on male earnings mobility to argue that large numbers of people are not trapped on low earnings which are falling over time. The Health Committee called for resources to be transferred to inner-city health authorities from the Home Counties. A survey from the National Association of Health Authorities and Trusts showed some health authorities considering introducing explicit rationing. The Nursery Education and Grant-Maintained Schools Act received royal assent, enabling nursery education vouchers to go nationwide in April 1997.

The article details news in various topics of social policy in Great Britain. Some of these topics include social security and income maintenance; health care; education; housing and environment; personal social services; law and treatment of the offender; etc. One brief states that a major shift in the focus of health services in London, England, is recommended in the Report of the "London Inquiry." It recommends that more money should be put into general practice and community health services. The savings arising from hospital rationalization should be ploughed into community-based services. Another brief states that a study of the experiences of parents and children with cerebral palsy under the 1981 Education Act has been published by the Spastics Society. A yet another brief states that the Organization for Economic Co-operation and Development (OECD) has issued a survey of international comparisons of education, based on data between 1982-1988. In higher education, Great Britain is shown as having the second highest ratio of first degree graduates to the number of entrants.

The article focuses on developments related to social policy in Great Britain from October to December 1986. According to the author, the four-fold increase in the number of children raised on supplementary benefit from 1965-84 to nearly 2 million has been revealed from the report of the Child Poverty Action Group (CPAG). Meanwhile, the National Health Service (NHS) expenditure will increase by over £1 billion to £19.9 billion in 1987/88. On the other hand, Kenneth Baker invited six local education authorities (LEAs) to form a consortium to pilot teacher appraisal in the schools, .

The article offers information on the social developments for August to October 1986 in Great Britain. According to the author, since the number of elderly people is rising and people are retiring earlier, the number of pensions being paid out is also increasing. Meanwhile, the report from the Center for Health Economics (CHE) which reaffirms the contention made in an earlier report that the NHS needs an increase in funding of 2 re cent per annum has been jointly commissioned by the Institute of Health Service Management, the British Medical Association and the Royal College of Nursing. On the other hand, the details of a plan for a pilot network of 20 City Technology Colleges (CTCs) has been presented by Kenneth Baker.

Background: ENT is highly under-represented in the saturated UK medical school curriculum, comprising less than 1 per cent of the curriculum. A 1-day course was implemented in order to raise awareness of ENT among medical students, educate them in the specialty and teach a basic skill. Methods: The skills day comprised lectures by consultants followed by a consultant-led workshop teaching tracheostomy. Pre- and post-course questionnaires assessed perceptions of ENT, confidence performing tracheostomy and interest in ENT as a career. Results: Perceptions of ENT as a specialty were improved by up to 80 per cent (p < 0.01). There was improved understanding of and confidence in performing tracheostomies. Interest in a career in ENT was increased by 77 per cent (p < 0.01). Conclusion: A 1-day course run by a student body can be a powerful adjunct to the medical school curriculum, in terms of educating undergraduates in ENT and inspiring the pursuit of ENT as a career. [ABSTRACT FROM AUTHOR]

The relationships between paid work and informal care are critical to understanding how paid work is made possible. An extensive source of childcare in the UK is the intergenerational care grandparents provide. Using data from the UK's Millennium Cohort Study, a nationally representative sample of children born in 2000, biprobit and instrumental variables (IV) analysis of mothers’ participation (given the social construction of caring responsibility) identifies a significant causal effect of grandparents’ childcare in that it: (i) raises the labour force participation of mothers with a child of school entry age on average by 12 percentage points (the average marginal effect); (ii) raises the participation of the group of mothers who use grandparent childcare by 33 percentage points compared to the situation if they did not have access to this care (the average treatment effect on the treated). Thus grandparent-provided childcare has a substantial impact on the labour market in the UK, an impact that may not be sustainable with forthcoming changes to the state pension age. Grandparents’ childcare increases the labour force participation of lone and partnered mothers at all levels of educational qualifications but by different degrees. Grandparents’ childcare enables mothers to enter paid work rather than extending their hours of paid work. [ABSTRACT FROM AUTHOR]

West Africans have a long history of investing in their children's education by sending them to Britain. Yet, some young British-Nigerians are being sent to Nigeria for secondary education, going against a long historical grain. The movement of children from London to Nigeria is about the making of good subjects who possess particular cultural dispositions and behave in such a manner as to ensure educational success and the reproduction of middle-class subjectivities within neoliberal globalization. We maintain that this movement highlights the way in which global geographies of power—rooted in a colony-metropole divide—are being challenged and reconfigured, serving to provincialize the UK, through the educational choices that Nigerian parents make for their children. Such small acts disrupt imagined geographies and particular spatial and temporal configurations of progress and modernity, in which former colonial subjects have traveled to the metropole for education, while generating counter-narratives about Nigerian education, society, and economy. Yet, the methods used to instill new dispositions and habits in the contemporary Nigerian educational context are informed by the British educational colonial legacy of discipline through corporal punishment—physical punishment was central to the civilizing mission of British colonial educational policy. Consequently, the choice to send children to school in Nigeria and other African countries both challenges global geographies of power and illuminates the continued relevance of the colonial educational legacy and its disciplinary strategies, which are, in turn, part of the broader project of modernity itself. [ABSTRACT FROM AUTHOR]

Objective: To systematically review the literature and map published studies on 4-8-year-olds' intake of discretionary choices against an ecological framework (ANalysis Grid for Environments Linked to Obesity; ANGELO). Design: Articles were identified through database searches (PubMed, PyscINFO®, Web of Science) in February and March 2014 and hand-searching reference lists. Studies were assessed for methodological quality and mapped against the ANGELO framework by environment size (macro and micro setting) and type (physical, economic, policy and socio-cultural influences). Setting: Studies were conducted in the USA (n 18), Australia (n 6), the UK (n 3), the Netherlands (n 3), Belgium (n 1), Germany (n 1) and Turkey (n 1). Subjects: Children aged 4-8 years, or parents/other caregivers. Results: Thirty-three studies met the review criteria (observational n 23, interventions n 10). Home was the most frequently studied setting (67% of exposures/strategies), with the majority of these studies targeting family policy-type influences (e.g. child feeding practices, television regulation). Few studies were undertaken in government (5·5%) or community (11%) settings, or examined economic-type influences (0%). Of the intervention studies only four were categorised as effective. Conclusions: The present review is novel in its focus on mapping observational and intervention studies across a range of settings. It highlights the urgent need for high-quality research to inform interventions that directly tackle the factors influencing children's excess intake of discretionary choices. Interventions that assist in optimising a range of environmental influences will enhance the impact of future public health interventions to improve child diet quality. [ABSTRACT FROM AUTHOR]

Background: Epistaxis is a common and potentially life-threatening emergency. This survey assesses understanding and confidence in epistaxis management amongst current junior doctors. Method: A cross-sectional study was conducted of foundation year one and two doctors based at three National Health Service trusts within a single region of the UK, assessing basic understanding and procedural confidence. Results: A total of 111 foundation doctors completed this survey. The average duration of undergraduate exposure to otolaryngology was 8.1 days. Forty-one per cent of respondents stated that they would apply pressure to the nasal bones to control epistaxis. Seventy-five per cent lacked confidence in their ability to manage epistaxis. Those with two weeks or more of undergraduate exposure to otolaryngology were more confident than those with one week or less of exposure (p < 0.0001). Conclusion: Junior doctors lack understanding and confidence in epistaxis management, with patient safety implications. Confidence is associated with the duration of undergraduate exposure to otolaryngology. A minimum emergency safe competency should be a priority during foundation training if not achieved in UK medical schools. [ABSTRACT FROM AUTHOR]

BackgroundCognitive complaints are common in all age groups but most often researched in old age. We aimed to investigate prevalences and time trends over 14 years of subjective memory complaints (SMC) and subjective concentration complaints (SCC) in adults and investigate associations with mood disorders and cognitive function.MethodData from three English national mental health surveys carried out in 1993, 2000 and 2007 were analysed. SMC and SCC were measured using the Clinical Interview Schedule – Revised and cognitive function using the modified Telephone Interview for Cognitive Status.ResultsBoth SMC and SCC increased up to middle age and then declined, followed by a second rise in the very oldest age groups. Age-specific prevalence of both increased across survey years but relationships with mental health and cognitive outcomes were relatively stable.ConclusionsCognitive complaints are most common in middle age and have become more prevalent over time. [ABSTRACT FROM AUTHOR]

A consensus has developed in political and also media circles that in Britain over recent decades social mobility has been in decline. According to the consensus view, as construed in political circles, educational policy is seen as the crucial instrument for increasing mobility. This article shows how the consensus emerged from the research of a group of economists into intergenerational income mobility. It is argued that, primarily on account of various limitations of the available data, the economists’ finding of declining mobility is open to question; and, further, that, because no explicit distinction is made in their work between absolute and relative rates of mobility, its reception, among politicians especially, has been attended by considerable confusion. An alternative to the consensus view is put forward, based on extensive research by sociologists into social class mobility, which is seen as better capturing the intergenerational transmission of economic advantage and disadvantage. This research indicates that the only recent change of note is that the rising rates of upward, absolute mobility of the middle decades of the last century have levelled out. Relative rates have remained more or less constant back to the inter-war years. According to this alternative view, what can be achieved through education, whether in regard to absolute or relative mobility, appears limited. [ABSTRACT FROM PUBLISHER]

This article recounts the unusual history of a national idea in late colonial Singapore from the 1930s to the early 1950s before Singapore's attainment of partial self-government in 1955. Using two different concepts, namely ‘colonial nationalism’ and ‘imperial citizenship’, it offers a genealogy of nationalism in Singapore, one that calls into question the applicability of prevailing theories of anti-colonial nationalism to the Singapore-in-Malaya context. Focusing on colonial nationalism, the article provides a historical account of English-mediated official multiculturalism through tracking shifting British colonial priorities, ideologies of governance and challenges to its authority in Singapore. This account is rarely appreciated in Singapore today given official scripting of national history that abets particular amnesias with regards to its multicultural nationhood. [ABSTRACT FROM PUBLISHER]

Educational inequalities are evident even before children start school. Those connected to disadvantage widen out as children progress through the education system and into the labour market. We document various forms of educational inequality. We then review available evidence for England about the impact of school-level policies on achievement and their potential for reducing the socio-economic gap. We discuss evaluation evidence under four main themes: school resources; market incentives; school autonomy; and pedagogical approaches. [ABSTRACT FROM AUTHOR]

Background:In an emergency scenario, it is vital to appreciate the difference between a laryngectomy and a tracheostomy so that oxygen can be administered in an appropriate manner. This survey aimed to ascertain the level of emergency healthcare personnel's knowledge with regards to distinguishing between a tracheostomy and a laryngectomy patient, and the emergency management of such patients.Methods:Forty-four accident and emergency staff (28 doctors, nine nurses and seven paramedics) within one Foundation Trust were invited to complete a questionnaire to ascertain (1) their confidence at differentiating between a laryngectomy and tracheostomy stoma; (2) knowledge of the appropriate site for oxygen delivery if needed; and (3) overall level of training on this subject.Results:There were significant gaps in knowledge, particularly with regards to fundamental differences between a tracheostomy and a laryngectomy; less than 5 per cent were able to describe the anatomical difference. Only 41 per cent correctly identified the route of oxygen administration in laryngectomy patients.Conclusion:In this cohort of emergency staff, the fundamental difference between a laryngectomy and a tracheostomy was poorly understood. This lack of awareness of front-line emergency staff needs to be addressed in order to maximise patient safety. [ABSTRACT FROM PUBLISHER]

Objectives:Despite longstanding concern, provision of undergraduate ENT teaching has not improved in response to the aims of the UK General Medical Council's initiative Tomorrow's Doctors. Previous studies have demonstrated poor representation of ENT within the undergraduate curriculum. We aimed to identify current practice in order to establish undergraduate ENT experience across UK medical schools, a timely endeavour in light of the General Medical Council's new 2011–2013 education strategy.Method:Questionnaires were sent to ENT consultants, medical school deans and students. All schools with a clinical curriculum were anonymously represented. Our outcome measures were the provision of mandatory or optional ENT placements, and their duration and content.Results:A compulsory ENT placement was available to over half (53 per cent) of the students. Ten of the 26 participating schools did not offer an ENT attachment. The mean mandatory placement was 8 days. Overall, 38 per cent of students reported a satisfactory compulsory ENT placement. Most ENT consultants questioned considered that newly qualified doctors were not proficient in managing common ENT problems that did not require specialist referral.Conclusions:Little improvement in the provision of undergraduate ENT teaching was demonstrated. An increase in the proportion of students undertaking ENT training is necessary. Time and curriculum constraints on medical schools mean that optimisation of available resources is required. [ABSTRACT FROM PUBLISHER]

A growing number of scholars, commentators, and pundits describe the contemporary US as an empire. This article argues that these authors have not paid sufficient attention to the historiography of empire and imperialism. Indeed, the historiography of the British and American empires offers important lessons for current debates including what is the appropriate definition of the American empire, what are the social and political foundations of the American Empire, and what are the consequences of the American Empire for the US and the wider world. [ABSTRACT FROM AUTHOR]

Educational policies for students with a disability in Australia, the USA, the UK and in most western countries stipulate that inclusive placement should be an option available to parents. This article examines three principal drivers of inclusion: social justice principles, legislation, and research findings, and considers the extent to which each of these has impacted on inclusive policy and practice. The article considers the research base for inclusion, and examines the extent to which the policy and practice of inclusion is supported by evidence. It concludes with some suggestions for a research agenda that focuses on the particular contextual challenges and complexities faced in Australasian school settings, whilst recognising international directions in the identification of evidence-based practices. [ABSTRACT FROM AUTHOR]

The article discusses Friedrich Wilhelm Bessel's notice of observational error which is now known as the personal equation, in Great Britain. According to the author, Bessel had never used the phrase to characterize the finding of noting the time of a certain event observers showing a considerable involuntary constant difference, thus, acquiring two arguments. The first argument implies that the involuntary differences subverted the concept of the observing observer. While the second argument implies that Bessel's findings did not initially lead to discussions and measures of permanent control. It is suggested, that the former has to be read as the history of a rather particular reaction to the phenomenon of constant differences.

The article focuses on the assessment framework of the local public bodies in Great Britain. The comprehensive performance assessments has been weighted by the government. On the other hand, CPA assessment framework has been criticized for disregarding for local factors that are beyond the control of local authorities that affects its performance. Such framework as described in three different studies are appraised. Several suggestions have been develop as to how analysis can be improved.

This article examines trends in policy and practice in childcare and nursery education in Great Britain. In order to revoke the nursery voucher scheme introduced by the previous government, the DfEE education branch required local education authorities to provide early years development plans, to show how the authority could achieve the target of securing an early education place for all eligible four year olds. The early years development plans in addition must show how other services to young children such as childminders, daycare and after-school care can be provided. The DfEE has launched a programme of centres of early excellence which are intended to highlight best practice in providing for young children and their families. Nursery education, childcare for working parents, and welfare for children from vulnerable families are concerned with overlapping groups of children; and in the case of three and four-year-olds all of them might lay claim to the same children. The nursery schools assumed that children learn best through theft freely undertaken experimentation and play in a richly provided environment, with adults providing tactful background support.

The authors discuss proposed changes to the National Curriculum in England, particularly focusing on the British government's requirements that students be able familiarized with the musical canon. They address issues relating to determining the musical canon, the autonomy of music teachers under the proposed changes, and the skills versus knowledge debate in English education.