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Employers are increasingly selecting and developing employees based on skills rather than qualifications. Governments now have a growing focus on skilling, reskilling and upskilling the workforce through skills-based development rather than qualifications as a way of improving productivity. Both these changes are leading to a much stronger interest in digital badging and micro-credentialing that enables a more granular, skills-based development of learner-earners. This paper explores the use of an online skills profiling tool that can be used by designers, educators, researchers, employers and governments to understand how badges and micro-credentials can be incorporated within existing qualifications and how skills developed within learning can be compared and aligned to those sought in job roles. This work, and lessons learnt from the case study examples of computing-related degree programmes in the UK, also highlights exciting opportunities for educational providers to develop and accommodate personalised learning into existing formal education structures across a range of settings and contexts.

Background: Clinical placements are crucial to the development of skills and competencies in speech-language pathology (SLP) education and, more generally, a requirement of all health professional training programmes. Literature from medical education provides a context for understanding how the environment can be vital to all students' learning. Given the increasing costs of education and demands on health services, students who struggle or fail on clinical placement place an additional burden on educators. Therefore, if more is known or understood about these students and their experience in relation to the clinical learning environment, appropriate strategies and support can be provided to reduce the burden. However, this literature does not specifically explore marginal or failing students and their experience. Aims: To review existing research that has explored failing and struggling health professional students undertaking clinical placements and, in particular, SLP students. Methods & Procedures: A critical narrative review was undertaken. Three electronic databases, ProQuest, CINAHL and OVID (Medline 1948-), were searched for papers exploring marginal and failing students in clinical placement contexts across all health professions, published between 1988 and 2017. Data were extracted and examined to determine the breadth of the existing research, and publications were critically appraised and major research themes identified. Main Contribution: Sixty-nine papers were included in the review. The majority came from medicine and nursing in the United States and United Kingdom, with other allied health disciplines less well represented. The review identified key themes with the majority of papers focused on identification of at risk students and support and remediation. The review also highlighted the absence of literature relating to the student voice and in the allied health professions. Conclusions & Implications: This review highlighted the limited research related to failing/struggling student learning in clinical contexts, and only a handful of papers have specifically addressed marginal or failing students in allied health professions. The complexity of interrelated factors in this field has been highlighted in this review. Further research needs to include the student's voice to develop greater understanding and insights of struggle and failure in clinical contexts.

In a recent survey of over 240 primary school children between the ages of 8 and 11, NUSTEM found that 75% of children said that they liked science and 63% said that they were good at science. However, when looking at the data by gender, there is a difference in enjoyment between girls and boys, with 71% of girls and 79% of boys saying that they liked science. Earlier NUSTEM surveys of children from primary and secondary schools showed that enjoyment of science overall decreases as children get older, but with a steeper decline for girls. In this article, Carol Davenport and Annie Padwick discuss how science teaching can be inclusive for all children in classrooms.

Unconscious biases can be thought of as the shortcuts the brain takes to make life easier. Psychologists Daniel Kahneman (2011) and Amos Tversky explain that unconscious biases arise because humans have two thinking systems: a fast, automatic (unconscious) system and a slower more deliberative (conscious) system. The first system can be thought of as the one that helped humanity to respond rapidly to threats and deal with lots of information. The second thinking system takes more effort and is slower; it is the system used when marking a piece of writing or buying a computer. The automatic system uses 'rules of thumb' or heuristics to help process information and make decisions. Unfortunately, these heuristics can be wrong and are what lead to unconscious biases. In primary schools, unconscious bias can lead teachers to treat children differently without realising that they are doing so. In this article, the author outlines the possible influence of unconscious bias on primary science.

Three methods from different schools illustrate how the cyclic process of action research can be used to develop teaching skills. The importance of learning from successful and unsuccessful lessons or parts of lessons is emphasised as the basis for development and improvement. This process can be carried out on an individual basis but development is often more effective by working in groups. [This article was written with Ali Redmore, Mary Rees, Matt Hamilton, David Struthers, Jules Gordon, Sarah Torrance and Julie Jordan.]

Using stories from two employees in the UK Sure Start initiative, this paper offers insight into the complexity of developing a professional identity within a newly established, nebulous role of "outreach worker". Such a role is highly diverse in terms of its duties and the people with whom it engages. As such, it poses challenges for individuals occupying the position, in terms of both populating their professional existence with meaning and locating the evaluative frameworks that provide this existence with a sense of value. Interviews were used to collect data on participants' experience of working in the new post, their prior background and imagined futures. The study considers the relationship between biography, context and the way in which individuals story their professional selves. It attempts to utilise narrative theory to illuminate the dynamics within which these outreach workers exist, and methodologies they draw upon in order to inhabit their role meaningfully.

To date, assessments of the prevalence of mental health problems in young offenders have largely focused on incarcerated samples. This paper describes a quantitative study of a sample of 47 male young offenders under the supervision of an inner city Youth Offending Team. A semi-structured interview, modified from previous studies, was used to investigate the type and frequency of psychosocial and health problems they experienced. The results were compared with data from a random community sample of 38 male adolescents interviewed in a comparable way. Young offenders reported more psychosocial problems at a statistically significant level (including depression/misery, excessive worry and problematic substance use), as well as higher life-time rates of head injury, than adolescents in the community sample. Levels of problematic substance use and exposure to head injury continued to differentiate the groups when offenders in custody were removed from the analyses. The findings are discussed in relation to previous research and implications for service delivery.

This paper reports the development of a progress file, a tool to promote learning, planning and the recording of achievement, for dental therapists in training and professional practice. Progress files are to become obligatory in higher education in the United Kingdom. The aims of the file, its development and the naturalistic approach taken to evaluation are described; the outcomes are analysed. A number of potential challenges posed by progress files for teaching, learning, assessment, curriculum and policy development in the United Kingdom, and for researching these challenges, are highlighted. Issues relating to employment, self-appraisal, lifelong learning and reflection in learning are considered. The desirability of a discipline or professionally-based file, and for acceptance of flexibility in intent, length and usage of such devices is posited. (Contains 2 figures and 2 tables.)

Describes the reduced employment opportunities for library and information science professionals in the United Kingdom as a result of financial constraints and restructuring in the public and private sectors. The need to train students in skills required by employers to meet employment demands is discussed. (40 references) (CLB)

From the 1860s to the end of the Second World War, the British Army produced several iterations of its physical training doctrine. Such material remains, however, a largely untapped resource for researchers, despite considerable scholarly interest in the subject of military masculinity and corporeality. By drawing extensively on the under-utilized resource provided by military instructional material, the present article will argue that physical activity, primarily through bodily exercise, exerted a fundamental influence on the development of an appropriately military-masculine identity in British Army recruits during the Second World War. [ABSTRACT FROM AUTHOR]

Single nucleotide polymorphisms (SNPs) can be analysed for identity or kinship applications in forensic genetics to either provide an adjunct to traditional STR typing or as a stand-alone approach. The advent of massively parallel sequencing technology (MPS) has provided a useful opportunity to more easily deploy SNP typing in a forensic context, given the ability to simultaneously amplify a large number of markers. Furthermore, MPS also provides valuable sequence data for the targeted regions, which enables the detection of any additional variation seen in the flanking regions of amplicons. In this study we genotyped 977 samples across five UK-relevant population groups (White British, East Asian, South Asian, North-East African and West African) for 94 identity-informative SNP markers using the ForenSeq DNA Signature Prep Kit. Examination of flanking region variation allowed for the identification of 158 additional alleles across all populations studied. Here we present allele frequencies for all 94 identity-informative SNPs, both including and excluding the flanking region sequence of these markers. We also present information on the configuration of these SNPs in the ForenSeq DNA Signature Prep Kit, including performance metrics for the markers and investigation of bioinformatic and chemistry-based discordances. Overall, the inclusion of flanking region variation in the analysing workflow for these markers reduced the average combined match probability 2175 times across all populations, with a maximum reduction of 675,000-fold in the West African population. The gain due to flanking region-based discrimination increased the heterozygosity of some loci above that of some of the least useful forensic STR loci; thus demonstrating the benefit of enhanced analysis of currently targeted SNP markers for forensic applications. • Performance evaluation of the 94 iiSNP loci targeted by the ForenSeq DNA Signature Prep Kit. • Characterisation of flanking region variation observed and corresponding allele frequency data for five UK population groups. • Flanking region variation increases heterozygosity in 70% of targeted loci, showing the power of analysing SNP loci with MPS. [ABSTRACT FROM AUTHOR]

Increasing student nurse numbers requiring community placement learning opportunities has led to insufficient numbers of community nurses being available to support student nurses in the community. Although the study presented in the article is based in the UK this issue is reported widely in the literature across the globe. Universities in many countries have had to find innovative ways of providing community health learning opportunities for student nurses. This article reports on how one university in the UK has approached this challenge through students engaging in a population-based study in the community through group work. A research study was undertaken into this innovation which found that the student nurses engaged well with the project and with their groups and undertaking the project had positive value and impact on them and their understanding of population-health. Issues that arose for them largely focused on unequal participation in the group work by some with many participants perceiving that they had done more work on the group project and presentation than others in their group. However, working in this way was perceived to be a good learning experience for the majority of participants. [ABSTRACT FROM AUTHOR]

Abstract: Marine and coastal policy in the UK has faced a number of significant changes in recent years, most notably the passing of the Marine and Coastal Access Act in 2009. These changes have brought significant challenges and opportunities for all those involved in the management and use of the UK's marine and coastal environment. This new era of marine policy inspired the UK's first Marine and Coastal Policy forum held in June 2011. In this introductory paper the global context of marine policy changes and the themes which emerged from the forum, forming the basis of the articles in this special issue, are outlined. It is concluded that there is a high level of engagement, capacity and willingness of key stakeholders to work collaboratively to address the environmental, social and economic complexities of managing the marine and coastal environment. It is both evident and encouraging that progress is being made and the many challenges faced in this new era give rise to a number of opportunities to develop new ideas and effective mechanisms for finding solutions. [Copyright &y& Elsevier]

The article presents a study of the ecology of the European badger (Meles meles) in Ireland. It states that the badger is an important species, ecologically and economically. It compares the species' population in Great Britain and Europe with that of Ireland where it is usually found in hedgerows. It also offers topics for future research on the species such as population models and predictive spatial modelling which can lead to vaccine delivery, management and conservation initiatives.

Abstract: Background: Abstracts presented at the British Association of Paediatric Surgeons annual congress have the potential to influence practice. However, it is not known what percentage of accepted abstracts actually go on to withstand peer review and be published in the literature. Methods: Abstract books were reviewed for the period 1999 to 2008. A MEDLINE search using keywords from title and authors'' names was used to identify subsequent publication. Categorical analysis for variation and trend with P < .05 was accepted as significant. Data were expressed as median (interquartile range). Results: During the 10-year period, 862 abstracts were presented orally and were derived from 36 countries, with a median of 18 (17-19) countries represented each year. Of these, 375 (43%) abstracts originated from 25 United Kingdom (UK) institutions with most (45%) from London and specifically the Institute of Child Health/Great Ormond Street Hospital (n = 118, 14%). The annual median number of presentations was 81 (74-97). This fell during the first half of the decade but is now rising with a significant increase in the UK proportion (P = .001). Thirty (27-35) abstracts per year (overall, n = 302) were subsequently published with the proportion (36% [33%-39%]) remaining remarkably consistent over the period. Abstracts were published in a range of 26 journals, but most (69%) were published in the Journal of Pediatric Surgery. Conclusions: The publication rate of the British Association of Paediatric Surgeons congress and hence entry into the “evidence base” as published material is consistent at just over one third of submissions. Whether this represents a waste of scientific endeavor or further refinement of quality is a moot point. [Copyright &y& Elsevier]