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This article explores the impact of a global youth work project that aimed to engage young people in social issues through the medium of hip-hop. We discuss the literature on education for social justice and then give an overview of the hip-hop project we analysed. We go on to explore the qualitative findings, asking what practices were most successful in engaging 'marginalized' young people and whether the project met its aims in terms of the perceived outcomes for and of the participants. We consider how the project built self-esteem and draw conclusions about the implications of such projects for developing positive attitudes to learning and for consciousness-raising regarding global social issues.

This study explores students' experiences of a non-formal living-learning community in a UK higher education institution. The participants were students from different countries and academic disciplines who came together with a shared interest in international development and human rights. The experiences of students were investigated using the capability approach (Sen 1999; Walker 2012) as a framework for understanding students' personal development through their participation in the community. This approach focuses on the ability of the student participants to lead lives they have reason to value, and allows us to consider development beyond employability. The research included participant observations and interviews. We found there were four key features of the learning community that were important in fostering the outcomes they identified as valuable. We argue that it is beneficial to open such spaces in higher education, as they provide opportunities for student-led skills development and engagement with social justice issues.

Speech and language therapists' (SLTs) roles include enabling parents to provide intervention. We know little about how parents understand their role during speech and language intervention or whether these change during involvement with SLTs. The theory of conceptual change, applied to parents as adult learners, is used as a framework for understanding changes in parents' conception of roles during intervention. The aims of the study were (1) to investigate parents' conception of their own and SLT roles during speech and language therapy intervention and (2) to explore changes in parents' conception of their role as they work with SLTs. A qualitative study was conducted using semi-structured interviews with 14 parents of pre-school children with speech and language needs referred to speech and language therapy in the UK. A subset of 8 parents participated in a longitudinal study over nine months to track any changes in conception of roles during intervention. Interviews were analysed using Thematic Network Analysis to identify basic, organizing and global themes. Framework Analysis was used to compare participants over time and identify any changes reported by parents. Parents had a firm conception of their role as advocates but did not express a clear notion of their role as intervener before involvement with the SLT. During intervention, some described changing their conception of role including adopting roles as "implementer" and "adaptor" of intervention. In some cases, parents described changes in their approach to parenting which they associated with adopting more active roles as interveners. Policy statements about parental choice and co-working typically present parents' conception of roles as fixed. This research shows that parents may change their conception of role as they work with SLTs and become increasingly involved as interveners. Implications for practice include negotiating roles in the partnership before intervention begins and enabling parents to adopt an intervener role.

The National Committee of Inquiry into Higher Education (1996) chaired by Lord Dearing envisioned a university sector central to the UK's knowledge-based economy. With successive government support the university-business partnership ideology has been put into practice. Widening participation has increased in emphasis over recent years, providing key innovations and skills to support business growth. Yet business schools activities in business growth is marginal against other university schools. The paper reports on an empirical study analyzing the university/business values derived from one small business engagement project. Data collected through semi-structured interviews, observations, memos, and discussions were coupled with critical evaluation of work and action-based learning (ABL) literature. Analysis reveals evidence of multiple value adding factors; it emerged that the existence of knowledge, present or generated through blended learning techniques, was a key value adding element. The findings enabled the construction of a universal process model providing a project framework, detailing areas of collaborative efforts and associated recompenses; this included ease in project advancements and a noticeably advanced project outcome. The study highlights these values in terms of individual and organizational learning, originality and quality of outputs. Given the growing importance of Small to Medium-sized Enterprises (SMEs) to the UK economy, understanding the value co-created by collaborative projects in delivering both work-based and ABL for graduates/students, academics and enterprise management is important.

This paper presents comparative case studies of non-formal development education by non-profit organisations in two European countries. The study aimed to explore the extent to which such activities provide opportunities for transformative learning. The research was qualitative and began with interviews with educators across 14 organisations in Britain and Spain. Case studies were then identified, purposefully selecting interesting non-formal activities. This paper presents four activities and analyses their potential for transformative learning, drawing together ideas from the literature and the cross-case analysis of the perspectives of development education practitioners. By using the framework of transformative learning pedagogies, this research can inform non-formal education with aims regarding social justice in a range of contexts. It is argued that while there are scarce opportunities for sustained non-formal development education, these cases contribute to knowledge by providing examples of how participative methodologies can generate critical thinking and thus offer learning opportunities that are transformational.

This paper explores the conflicting philosophies within the widening participation debate. Two categories of inclusive educators are identified, "meritocrats" and "democrats". Among the democratic educators, a subgroup, "transformative" educators, exists, which seeks to invoke changes in society and the education system. The positions taken by some of these authors are weakened by their neglect of sociological theory. For the debate to progress and for inclusion to be successful, a renewed understanding of sociological theory is needed. This will help those contributing to the debate to grasp fully the political and economic constraints on students and institutions that have limited inclusion.

Purpose: Dental bleaching in paediatric patients can be used to address discolouration of teeth due to trauma, endodontic treatment, or enamel and dentine defects. Despite being a minimally invasive and successful treatment, the use of bleaching products in children and young people remains controversial. This evaluation was designed to provide insight into the child's perspective on dental bleaching and the influence that this treatment has upon their life. Method: A dental bleaching patient reported outcome measure (PROM) was developed and piloted in 2019. Data were collected from 3 UK units (January–March 2020). Children attending these units for bleaching reviews were invited to complete the PROM. Results: Twenty seven PROM questionnaires were completed including 19 courses of external bleaching and 8 courses of internal/external bleaching. The average age was 14 years old (9–17 years). The common indications for bleaching were Amelogenesis Imperfecta, dental trauma and Molar Incisor Hypomineralisation. Patients reported improvements in their appearance (89%) and self-confidence (81%). Sensitivity was the most common side effect, reported in 63% of cases. Conclusion: This PROM supports the use of dental bleaching in children and young people when treating dental disease that causes discolouration. Bleaching not only improved the appearance of teeth, but also patients' self-confidence. Sensitivity is a common side effect and clinicians should discuss this common risk and its management with patients and their families. [ABSTRACT FROM AUTHOR]

Purpose: Rectal cancer staging with magnetic resonance imaging (MRI) allows accurate assessment and preoperative staging of rectal cancers. Therefore, complete MRI reports are vital to treatment planning. Significant variability may exist in their content and completeness. Template-style reporting can improve reporting standards, but its use is not widespread. Given the implications for treatment, we have evaluated current clinical practice amongst specialist gastrointestinal (GI) radiologists to measure the quality of rectal cancer staging MRI reports.Materials and Methods: Sixteen United Kingdom (UK) colorectal cancer multi-disciplinary teams (CRC-MDTs) serving a population over 5 million were invited to submit up to 10 consecutive rectal cancer primary staging MRI reports from January 2016 for each radiologist participating in the CRC-MDT. Reports were compared to a reference standard based on recognised staging and prognostic factors influencing case management RESULTS: Four hundred ten primary staging reports were submitted from 41 of 42 (97.6%) eligible radiologists. Three hundred sixty reports met the inclusion criteria, of these, 81 (22.5%) used a template. Template report usage significantly increased recording of key data points versus non-template reports for extra-mural venous invasion (EMVI) status (98.8% v 51.6%, p < 0.01) and circumferential resection margin (CRM) status (96.3% v 65.9%, p < 0.01). Local tumour stage (97.5% v 93.5%, NS) and nodal status (98.8% v 96.1%, NS) were reported and with similar frequency.Conclusion: Rectal cancer primary staging reports do not meet published standards. Template-style reports have significant increases in the inclusion of key tumour descriptors. This study provides further support for their use to improve reporting standards and outcomes in rectal cancer.Key Points: • MRI primary staging of rectal cancer requires detailed tumour descriptions as these alter the neoadjuvant and surgical treatments. • Currently, rectal cancer MRI reports in clinical practice do not provide sufficient detail on these tumour descriptors. • The use of template-style reports for primary staging of rectal cancer significantly improves report quality compared to free-text reports. [ABSTRACT FROM AUTHOR]

• Demand has prompted new UK providers of chemical engineering degree programmes. • Issues include course content, infrastructure, industry engagement and accreditation. • The new providers offer an increased diversity of chemical engineering education. Recent growth in chemical engineering student numbers has driven an increase in the number of UK universities offering the subject. The implications of this growth are described, along with the different challenges facing new providers in the UK compared with established departments. The approaches taken by the various new entrants are reviewed, with reference to recruitment strategies, infrastructure, the use of external facilities, and the particular flavours of chemical engineering being offered by the new providers. Information about the differentiating features of the large number of chemical engineering degree courses now available is somewhat indistinct: this should be rectified in the interests both of prospective students and of employers. Dilemmas facing new providers include the need to address the fundamentals of the subject as well as moving into more novel research-led areas; enabling students to develop the competencies to sustain them for a whole career as well as meeting immediate employer needs; and providing sufficient industry understanding when academics may lack substantial industrial experience. The central importance of practical provision and of the design project, and the approaches taken by new providers to deliver these components, are reviewed, together with the role of software tools in chemical engineering education, and measures to facilitate industry input into courses. As long as it is not used prescriptively or to inhibit innovation, the accreditation process provides constructive guidance and leverage for universities developing new chemical engineering programmes. [ABSTRACT FROM AUTHOR]

An account is given of methods used to predict the outcome of the 1997 general election from early declared results, for use by the British Broadcasting Corporation (BBC) in its election night television and radio coverage. Particular features of the 1997 election include extensive changes to constituency boundaries, simultaneous local elections in many districts and strong tactical voting. A new technique is developed, designed to eliminate systematic sources of bias such as differential refusal, for incorporating prior information from the BBC's exit poll. The sequence of forecasts generated on election night is displayed, with commentary. [ABSTRACT FROM AUTHOR]

The effect of the anti-marine-borer timber preservative chromated copper arsenate (CCA) (a pressure impregnated solution of copper, chromium and arsenic compounds) on non-target marine fouling animals was investigated during a subtidal exposure trial. Panels of Scots pine treated to target retentions of 12, 24 and 48 kg CCA per m-3of wood, plus untreated controls were submerged at a coastal site onthe south coast of the UK for 6, 12 and 18 months. After each exposure period the fouling communities that formed on the surface of panels were assessed both qualitatively and quantitatively. Community structure was similar on panels treated to the three CCA loadings, but was significantly different from community structure on untreated panels. The total number of species (species richness) was similar on all panels, although the number of individual organisms attached to the surface of panels was significantly higher on CCA-treated panels than on untreated panels. k-dominance curves revealed that the difference in numbers of individuals between CCA-treated and untreated panels was caused by higher numbers of the dominant species (Elminius modestus, Hydroides ezoensis, and Electra pilosa) on CCA-treated panels. Other species were present in similar numbers on panels of all treatments. Results indicate that there are no detrimental toxic effects to epibiota caused by the presence of CCA preservative within the matrix ofthe wood at any of the treatment levels. Differences in community structure between CCA-treated and untreated panels may be due to enhanced larval settlement on CCA-treated timber by some species as a result of modifications to the surface properties of the timber by the CCApreservative. [ABSTRACT FROM AUTHOR]

Aim: To evaluate the current opinion of magnetic resonance imaging (MRI) reports amongst specialist clinicians involved in colorectal cancer multidisciplinary teams (CRC MDTs)., Materials and Methods: Active participants at 16 UK CRC MDTs across a population of 5.7 million were invited to complete a questionnaire, this included 22 closed and three open questions. Closed questions used ordinal (Likert) scales to judge the subjective inclusion of tumour descriptors and impressions on the clarity and consistency of the MRI report. Open (free-text) questions allowed overall feedback and suggestions., Results: A total of 69 participants completed the survey (21 radiologists and 48 other CRC MDT clinicians). Both groups highlighted that reports commonly omit the status of the circumferential resection margin (CRM; 83% versus 81% inclusion, other clinicians and radiologists, respectively, p>0.05), presence or absence of extra-mural venous invasion (EMVI; 67% versus 57% inclusion, p>0.05), and lymph node status (90% inclusion in both groups). Intra-radiologist agreement across MRI examinations is reported as 75% by other clinicians. Free-text comments included suggestions for template-style reports., Conclusion: Both groups recognise a proportion of MRI reports are suboptimal with key tumour descriptors omitted. There are also concerns around the presentation style of MRI reports and inter- and intra-radiologist report variability. The widespread implementation of standardised report templates may improve completeness and clarity of MRI reports for rectal cancer and thus clinical management and outcomes in rectal cancer., (Copyright © 2019 The Royal College of Radiologists. Published by Elsevier Ltd. All rights reserved.)

Over the last two decades there has been a gradual evolution from the use of simple coding schemes to controlled clinical terminologies within clinical information systems in secondary care. This evolution has required significant resources in both the development of the different coding schemes and the cost of hardware, software and human effort in implementation. During this time there has been successively larger and more complex coding schemes available for use in the UK Health Service: Read Codes 4 byte set, Read Codes 5 byte set, ICD-10 and Clinical Terms Version 3. This study evaluates what added value these successive coding schemes have offered in terms of content coverage by testing concepts derived from aClinical Information System (CIS) that has been in use to support diabetic care since 1973 (Diabeta). The schemes are quantitatively evaluated by measuring their success in providing a concept match for every notion from the CIS and their relative merits are compared. Significant added value has accrued over the years in completeness of the schemes reflected in their increased size. There appears to be justification for the continued development of clinical terminologies to support secondary care.