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We report on a recent innovation for one Departmental Select Committee. While government policy commitments are well publicised, little attention is paid to the quality of commitments made or to assessing progress against those commitments. In 2020, the Health and Social Care Select Committee commissioned an Expert Panel to conduct independent, in-depth evaluations of government progress on selected policy commitments. The first evaluations in 2021/22 assessed commitments in maternity, mental health and cancer services, and workforce and it was the first time a government department has been systematically graded against its own commitments. This is an important new method of scrutiny with the potential to complement and enhance the work of Select Committee inquiries. This paper reviews the development of select committees highlighting issues relating to their operation and, in particular, assessment of evidence. We describe the innovation of the Expert Panel and its role in reviewing policy commitments and discuss implications for parliamentary scrutiny, leadership and improvements to health service. [ABSTRACT FROM AUTHOR]

Sociological research has long been interested in inequalities generated by and within educational institutions. Although relatively rich as a literature, less analytic focus has centered on educational mobility and inequality experiences within graduate training specifically. In this article, we draw on a combination of survey and open-ended qualitative data from approximately 450 graduate students in the discipline of sociology to analyze graduate school pipeline divergences for first-generation and working-class students and the implications for inequalities in tangible resources, advising and support, and a sense of isolation. Our results point to an important connection between private undergraduate institutional enrollment and higher-status graduate program attendance—a pattern that undercuts social-class mobility in graduate training and creates notable precarities in debt, advising, and sense of belonging for first-generation and working-class graduate students. We conclude by discussing the unequal pathways revealed and their implications for merit and mobility, graduate training, and opportunity within our and other disciplines. [ABSTRACT FROM AUTHOR]

This article is a special issue of the journal "River Research & Applications" focused on the topic of fluvial biogeomorphology. It originated from a workshop held in London in 2023 and includes papers presented at the workshop as well as contributions from others. The articles cover various aspects of fluvial biogeomorphology, including the role of large wood, riparian vegetation, and the management implications of this research. The authors emphasize the importance of understanding the dynamic interactions between vegetation and fluvial processes in river restoration and the need for better communication and approaches that improve river biogeomorphic condition. [Extracted from the article]

Transmission teaching which centres around traditional lecturing discounts the variety of different learners and individual aptitudes. Physical Geography as a discipline has historically provided a range of teaching methods beyond lecturing which embrace field and laboratory activities, frequently adapting new research technologies to further student learning. While technological trends are increasing the demand for Geography graduates with GIS, modelling, or programming skills, Geography lecturers should remain open to using other technological advances as teaching tools. Using an example of low-cost environmental sensors, this paper demonstrates how technologically-focused exercises can effectively solidify a range of geographical skills through experiential learning. Using Kolb's Experiential Learning Model to identify the key learning processes, we compare low-cost environmental sensor training to the UK's current Quality Assurance Agency for Higher Education's (QAA) Geography benchmarks. We also consider the practical applications of this technology as a learning tool for Physical Geography. In comparison with a student evaluation, this paper provides an initial basis to support additional qualitative investigations into the learning outcomes of independent, technology-based learning activities. [ABSTRACT FROM AUTHOR]