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Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, discipline-specific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldwork by interviewing academic staff responsible for planning and leading residential field courses at a UK university. We also conducted a thematic analysis of associated module specifications and teaching materials to understand whether transferable skills were signposted to colleagues and students. Our findings show that although most staff recognise that their field courses help students to develop transferable skills, staff awareness of skills and professional development outcomes is narrowly focused on technical skills and discipline-related careers. Furthermore, those transferable skills outcomes that staff are aware of are not fully translated into module specifications and infrequently signposted to students via teaching materials. These findings suggest that transferable skills form a hidden curriculum of fieldwork. To maximise the employability benefits of fieldwork, we recommend that all skills should be signposted to students both during field course teaching and also via the associated teaching materials.

The education systems of the four UK nations are diverging, and the education system in Wales is undergoing major reform with substantially increased emphasis on health and wellbeing. Understanding the implementation of major policy and system reforms requires an understanding of system histories and starting points. This study aimed to explore the perceived roles of schools in contemporary society, and how this role has evolved over time; the aims of the reforms, with a particular focus on health and wellbeing; and perceived barriers and facilitators for implementation. Interviews were held with senior stakeholders in the Welsh education system who held a strategic role in shaping the reforms. These included senior members of government and schools with a remit in either design of the curriculum or educationalists' professional learning, Wales's school regulatory body, and those with a multidisciplinary remit in health and education. Interviews were subjected to thematic analysis, which produced a number of themes related to each objective, including 'a changing society and increasing expectations on schools', 'the perceived role of schools in supporting health and wellbeing', 'the aims of the reform', 'what will success look like?', 'national level barriers and facilitators' and 'community and school level barriers and facilitators'. Findings suggest that education system reform requires change at multiple levels of the education system. Consideration of each level, and the interactions between them, is necessary for achieving change.

Purpose: Understanding what is known about the language profiles of children with hearing loss (CHL) is vital so that researchers and teachers can identify the specific complex syntactic structures that CHL may struggle to master. An understanding of which aspects of complex syntax pose difficulties for CHL is necessary to inform the kind of intervention that will facilitate learning complex syntax for this cohort of children. This scoping review aims to identify what is currently known about the complex syntax use of CHL who communicate through spoken language, and uncover gaps in the literature to guide further research. Method: A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. The Covidence software was utilized to manage the initial and full-text screening process for the search. Results: From a total of 304 studies, 42 studies were identified that met the eligibility criteria. The review highlights the use of broad-based language assessments and limited use of specific descriptions of the types of complex syntactic structures and skills. Conclusions: Findings highlight the need for assessment protocols and analysis methods that better support the description of complex syntax profiles for CHL. School-age CHL continue to display challenges with complex syntax development. The review highlighted the need for further research to improve understanding of the complex syntax strengths and vulnerabilities of CHL. Further investigation is needed to better understand their ability to combine ideas and build complexity in their language use, which in turn can inform teaching in schools and interventions for children who require support.

This article investigates entrepreneurial marketing (EM) and use of business recovery frameworks within experiential learning cycles (ELC)s to investigate post-COVID learning techniques during the learning process. Three distinct post-graduate learner cohorts took part in the study consisting of part-time MBA entrepreneurs from the United Kingdom, part-time upGrad MBA students from India (managers and marketers in large firms) and full-time MCom (Masters in Commerce) marketing students in New Zealand. This inductive study uses coursework artifacts, student feedback with thematic coding, and analysis from live business projects. Use of the post-disaster business recovery framework led to deeper learning, increased understanding, and generation of insights and new knowledge. Both student learner and entrepreneurial marketer skills and competencies are evidenced as essential for business resilience and growth in post-pandemic environments, while the framework aided co-creation of learning between the student and the focal business. Implications for marketing educators are offered together with future opportunities for education research in the EM education, entrepreneurship education and marketing fields. The study will allow educators to understand the three student typologies, leading to effective and impactful pedagogy in EM education.

Previous research reported bilingual cognitive strengths in working memory, executive function and novel-word learning skills (Bialystok in Psychol Bull 143:233-262, 2017; Kaushanskaya and Marian in Psychon Bull Rev 16:705-710, 2009). These skills should also support bilingual children's vocabulary and reading development, yet bilingual children show weaknesses in their second language vocabulary and reading comprehension skills. Our primary aim was to clarify these seemingly paradoxical reports by investigating the cognitive strengths and weaknesses associated with both bilingual experience and reading comprehension in a single study. The participants were 102 English-speaking monolingual children and 104 Hindi/Urdu-English speaking bilingual children (mean age = 118.26 months, SD = 11.23 months) in the UK. We tested children's vocabulary, working memory, executive function (cognitive inhibition, updating memory), novel-word learning, and reading skills. All testing was conducted in English. The findings supported the previous reports of bilingual cognitive strengths in working memory, novel-word learning and cognitive inhibition skills. However, despite their cognitive strengths and adequate word reading skills, the bilingual group displayed weaker reading comprehension than their monolingual peers. As anticipated, there was a direct association between bilingual children's smaller English vocabulary size and underperformance on reading comprehension. Along with word reading, vocabulary was the most powerful unique predictor of reading comprehension. The effects of cognitive control skills on reading comprehension were mixed and mostly indirect through word reading skills. These relations were comparable across the monolingual and bilingual groups. Together, our findings highlighted the importance of clear educational policies on oral language assessment and support in our increasingly multilingual classrooms.

This study investigates how and where distance learners use handheld devices and the impact this has on learning habits, access to learning content and quality of work. It analyses the spatial dimension of anytime-anywhere learning and, with a focus on anywhere learning, it explores students' ongoing negotiation of the flow between and across study locations. The study concludes by proposing two new concepts: the "flow of places" and "place of space." These should help direct the framing of future studies into the places, spaces, and mobility of formal and informal seamless learning. A dataset comprising 446 responses from undergraduate students enrolled at the UK's largest distance learning university was analysed in respect to three research questions. All age groups, study levels, and disciplines were represented. Five key findings are: most students now use handheld devices for study-related learning; the distribution of study-related learning tasks was similar in all seven study places; there is a strong, statistically-significant correlation between the number of study places in which handheld devices are used and the number of study task types performed; two fifths of students using a handheld device for learning have noticed a change in study habit and benefit to learning; and multiple regression analysis shows three variables (number of study places, number of study tasks, and change in study habits) are predictors of finding it easier to access learning materials and improved quality of learners' work.

Children, and the adults who are responsible for their education, demonstrate an increasing lack of environmental understanding and knowledge. This is important because the development of societal environmental literacy will be key to the responses that we make to the current climate crisis. Many teachers perceive themselves to lack the skills, knowledge and resources to undertake meaningful outdoor education but through our study we show that by working with a professional environmental educator these limitations can be overcome. We have shown that children and adults can enhance their understanding and knowledge of an aquatic habitat and that through this kind of first-hand experience the impact upon children can be a lasting one.

Student frustration with the level and content of feedback is well-noted, especially in relation to new or unfamiliar assessment types. At the same time, students are often unlikely to engage with marking and feedback processes, including the use of rubrics or marking criteria before submission. The aim of this project was to build students' assessment and feedback literacy through engagement sessions both before and after submission in two departments at a UK university. Following discussions with students on their perceptions of feedback, assessment-specific marking criteria were developed. Students were provided with an opportunity to discuss these criteria and assess exemplars before submission and then, after return of marks, discussed the helpfulness of the feedback provided. Feedback Studio® was used to provide electronic feedback via comment libraries, general comments and qualitative rubrics. Both staff and students found that the combination of engagement sessions and online feedback was a positive improvement, although questions were raised about the timing and frequency of engagement sessions and students' ability to apply marking criteria to their own work. The conclusions summarise recommendations for the use of timetabled engagement sessions to support students in the use of assessment-specific marking criteria.

In this third and final paper from the Delphi study One Direction, we report on participants' responses to four secondary school music curriculum scenarios. These scenarios present four possible directions for a C21 secondary school music curriculum. The scenarios were devised from a combination of ideas derived from the data from the earlier stages of the study (McPhail, G., and J. McNeill. 2019. "One Direction: A Future for Secondary School Music Education?" "Music Education Research" 21 (4): 359-370; McNeill, J., and G. McPhail. 2020. "One Direction: Strategic Challenges for Twenty-first Century Secondary School Music." "Music Education Research" 22 (4): 432-446) and the concept of specialisation from Maton's Legitimation Code Theory. By asking an international panel of leading music education researchers and teachers to respond to the scenarios, we are able to argue that 'one direction' is unlikely to emerge for secondary school music education, but we discuss the responses, and the scenario dimensions regarded as most likely and desirable. What appears certain is that there will be a continuing weakening of the boundaries between types of knowledge and stylistic arenas suggesting a dialectic relationship between the legitimating principles most valued.

Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all students choose to participate in fieldwork and the reasons that some opt out are unknown. We used the expectancy-value theory of motivation to investigate why some students opt out of fieldwork. Data from six universities showed that students who opted out held lower fieldwork motivation than those who opted in. There was no effect of gender on fieldwork motivation but there was an effect of previous experience whereby students with previous fieldwork experience had higher motivation than those without. The reasons that students opted out related to pursuing alternative opportunities, barriers to their participation or a disinterest in fieldwork. Our findings suggest that alternative opportunities should offer similar pedagogical and professional and social development benefits to fieldwork and that further fieldwork opportunities are included in programmes to cater for students who have high fieldwork motivation but encounter barriers that prevent them from participating in field courses. Furthermore, programme design should eliminate structural barriers to fieldwork participation.

A framework for understanding relationships between school connectedness and student aberrant behaviors is outlined that is synthesized from Merton's insights into anomie and Bernstein's theory of cultural transmission (which focuses on schools' instructional methods and students' internalization of schools' values). A seven-category classification system identifies students' risk of nonconformist behavior based upon students acceptance/rejection of dominant overarching cultural aspirations (commonly material prosperity); perception of schools' role in aspiration realization; responses to schools' instructional methods; and internalization of schools' values regarding conduct/character. We propose frustration weakens connectedness and is grounded in students' perceptions regarding their school's educational outcomes, degree of acceptance at school, and their school's values. We then consider student dispersal across schools, and how age may affect students' categorization and the influence of frustration risk factors. Finally, we discuss how initiatives within school organization, curriculum, and pedagogic practice may promote connectedness among different student categories and their potential adverse consequences.

The article reports research concerning the potential and actual benefits for young children in engaging in musical activities, whether in the home or outside, such as in community nursery settings and schools. The research literature suggests that music can support a wide range of psychological, social and physical behaviours and development. However, there is a paradox in that many teachers and teaching assistants of young children are likely to have a somewhat limited professional knowledge of how best to organise effective music education. They may also be unaware of how to maximise music's wider benefits. One possible solution is to effect appropriately mentored professional development with experienced early years music specialists. Evidence of how such professional development can make a difference is exampled in several recent and ongoing workplace-based case studies from the UK and Australia.

Introduction: The Jaipur foot is a low-cost prosthetic foot developed in Jaipur, India. Despite its worldwide use, few data are available on its mechanical properties. In general, there is a lack of objective data on the mechanical performance of prosthetic feet, hindering the objectivity of the prosthetic foot prescription process. The aim of this project was to compare the properties of the Jaipur foot with three prosthetic feet of differing activity levels (a SACH foot and two ESPFs) used commonly in the UK National Health Service (NHS), specifically evaluating loading-displacement relationships and energy-storing properties. Materials and Methods: Static proof testing was performed on the four prosthetic feet (BMVSS Jaipur foot, 1D10 Dynamic, 1C30 Trias, and 1C60 Triton) using ISO:10328 methods. Loading-displacement graphs for the forefoot and heel were produced, from which instantaneous stiffness at forces typical of walking and running was produced and energy-storing properties were calculated. Results: The Jaipur foot demonstrated the highest heel stiffness at both walking and running forces, the highest forefoot stiffness at walking forces, and the lowest energy return of the four feet overall. The ESPFs demonstrated the lowest forefoot stiffness, along with the highest energy returns. Conclusions: Although low cost and cultural requirements should be taken into account, these data have demonstrated the inferior energy-storing properties of the Jaipur foot compared with Western prosthetic feet, using ISO methods to allow future cross-study comparison. Clinical Relevance: The mechanical and energy-storing data from this study can be compared with other research using ISO methods to make the prosthetic prescription process more objective, allowing the most appropriate choices to be made for patients. [ABSTRACT FROM AUTHOR]

Introduction: Anxiety and depression in older adults (60+ years of age) are under‐diagnosed and under‐treated. Older adults are less likely to seek help for these problems due to a lack of awareness, difficulty accessing health care due to availability or disability and fear of loss of independence. Existing points of contact between older adults and non‐traditional services, for example, the Fire and Rescue Service (FRS), could provide opportunities to support help‐seeking for mental ill‐health. The FRS conduct Home Fire Safety Visits (HFSVs) with older adults and are well positioned to provide health‐related support. This study examines a range of perspectives on the potential role of the FRS in the identification of, and signposting for, anxiety and depression in older adults. Methods: This was a qualitative study carried out using mixed methods in West Midlands, UK. Semi‐structured interviews were conducted with older adults and health and social care providers (practitioners, managers, commissioners) to explore the acceptability of the FRS expanding its role to detect and signpost for anxiety and depression in older adults. Observations examined delivery of existing HFSVs to older adults. Data were combined and analysed using a reflexive thematic approach. Results: Eighteen health and social care providers and 8 older adults were interviewed; 10 HFSVs were observed. Two overarching themes were identified: (1) Potential role for the FRS and (2) Operationalising identification of mental health problems by FRS. Interviews and observations demonstrated how HFSVs offer a suitable opportunity to start conversations about mental health. All interview participants felt that although the FRS would be well placed to deliver an intervention, they would require training, support and a referral pathway co‐produced with and supported by health and social care partners. Conclusion: A whole‐system approach is needed if the FRS are to expand HFSVs to identify mental health problems in older adults and provide signposting to appropriate services. Patient or Public Contribution: J.S. is a public co‐investigator. A Patient Advisory Group contributed to the initial funding application, design and conduct of the study, including data analysis and advice on dissemination. [ABSTRACT FROM AUTHOR]

While the potential benefits of co-production and co-creation are widely vaunted, the degree to which they precipitate innovative change in systems varies, and influences on their impact demand greater attention. We present an ethnographic study of organizations intended to foster co-creation in English health and social care. Comparing five cases, we find demonstrable activity and some tangible impacts. At the same time, the positioning of these organizations as collaborative insiders in local governance systems constrained the publics and issues that were prioritized in co-creative activities. Our findings highlight the significance of discursive forms of meta-governance in delimiting the scope of co-creation. [ABSTRACT FROM AUTHOR]

This article analyzes the UK's first "read and publish" journals agreement. The Springer Compact Agreement pilot ran from 2016 to 2018. The authors outline the methodology and data sources used to undertake a detailed analysis of the agreement. This includes the number of open access articles published, the number of author opt-outs and rejected articles. Institutional savings (or cost avoidance), and the financial implications resulting from the number of opt-outs and rejected articles are also discussed. The value of articles published and cost per download for non-OA content are also covered. The agreement, at the consortia level, has constrained the total cost of publication--during the three years, the HE sector has avoided paying additional costs of €20,000,800 ($22,761,688) for publishing OA by paying the single combined fee that capped publication costs at 2014 rates. All institutions taking part in the Springer Compact agreement published OA articles equivalent to or in excess of their total 2014 APC spend between 2016 and 2018. By 2018, 30 percent of institutions published OA articles to the value of or in excess of the combined fee paid to Springer. The article concludes with a number of recommendations for future agreements and considers compliance with Plan S guidelines.

This paper reports on the second stage of an international study exploring the future of secondary school music education. Within a discursive context that tends to regard music education as failing to meet the needs of many students, we instigated a three-step Delphi study to capture views from educators across the English-speaking world. Interviews with leading music education researchers reported on in our first paper [McPhail, G., and J. McNeill. 2019. "One Direction: A Future for Secondary School Music Education?" "Music Education Research," 21 (4): 359-370.] identified a disconnect between how music education is currently realised in secondary school and how these researchers thought it should be taught. The findings from this expert panel were used to seed a two-round Delphi study where a wider international panel explored strategic issues facing the sector. In this paper, we report on the data generated from the first of these two wider Delphi rounds. Four areas were identified where gaps exist between actual and desirable classroom music teaching: the core purpose of music education, curricula content, curricular delivery, and context. Although panellists reached consensus on many issues, they held markedly different positions on others. These findings provide an agenda for exploration and reflection by researchers and practitioners, and raise the question -- is there a single desirable direction for twenty-first century secondary school music education?

This article presents the Action--Reflection--Modelling (ARM) pedagogical approach for teacher education developed during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics, with English and Health and Physical Education as minor subjects. The degree programme was written collaboratively by teacher educators in two Institutes of Teacher Education in Malaysia and in the University of Hertfordshire, UK, to meet the requirements for training Malaysian school teachers to teach in Malaysian schools. A cohort of 120 students studied the programme full-time over four years, graduating in 2010. The three principles of the ARM approach were chosen to underpin the learning and teaching for the programme. These principles highlight the role of active participation and active learning on the part of the learner; the value of reflective learning and reflection for both student teachers and pupils; and modelling by staff to student teachers and by student teachers to pupils in school. The approach was aligned with the curriculum specifications for mathematics in primary schools in Malaysia, which emphasised components of active learning. This article explains how the ARM approach was developed, shared and used during the BEd degree programme; provides the rationale for selecting the three principles; and describes the research methods used to explore the views and experiences of programme participants. Some findings from the research are presented, drawn from a dataset that comprises survey responses from more than 180 participants: Malaysian senior managers, teacher educators, student teachers and school mentors. The findings are discussed in the context of using ARM in teacher education and in primary schools in Malaysia, and of implementing change in learning and teaching. Throughout this project the teacher educators from Malaysia and the UK engaged in dialogue about their professional practice and learnt about the personal, professional and cultural values and beliefs that shaped the pedagogies of both parties and of the individual practitioners. The value of articulating pedagogy as a means of developing practice endorses the views of others with expertise in this area who stress the importance of making pedagogies explicit in teacher education and has implications for the practice of student teachers and teacher educators.

In this article, we examine a case of innovation in curriculum and pedagogy at a new school in the UK. We begin by outlining the "3 Futures model", which we use as a methodological heuristic in the case study of the school that appears to be both knowledge-led and learner-engaged; characteristics of the Future 3 scenario. In considering the school's curriculum, we also draw on a number of concepts from the work of Basil Bernstein: classification, framing and the idea of open schools, and a curriculum integration model developed by us to consider the degree of epistemic emphasis in the school's predominantly interdisciplinary curriculum. Together, these concepts provide the means to examine the organising principles of practice operating in the school, as links are drawn between the 3 Futures model, Bernstein's concepts and the data. We theorise this as a form of 'opening up', suggesting that even within the context of an interdisciplinary curriculum, access to powerful knowledge may be maintained in a whole-school approach where the demands of both knowledge and knowers are brought into balance. The school's approach and the theorisation we offer may provide insights for other schools embarking on a futures model for education and for twenty-first-century educational discourses more generally.

Employability is a key issue for students and Higher Education Institutions and a key component of employability is possessing the skills a role requires. In the environmental sciences, fieldwork provides an opportunity for students to develop employability-enhancing technical and transferable skills. However, students can have difficulty identifying the transferable skills they develop both during fieldwork and throughout their degree programmes. We investigated whether different pedagogical approaches to fieldwork (staff-led and student-directed) influenced student's perception of skill-development. Additionally, we explored whether students recognised that skills developed during fieldwork might enhance their employability. Overall, students recognised technical skills more frequently than transferable skills. However, when fieldwork investigations were staff-led, students recognised more technical skills, but when students designed their fieldwork investigations themselves they recognised more transferable skills. Upon reflection, students were readily able to link skill-development to employability. We suggest that to maximise the skills development benefits of fieldwork, field courses should include a variety of fieldwork teaching designs to allow students to develop the widest array of skills possible. Additionally, students should be encouraged to reflect on their experiences throughout a field course as reflection is thought to aid their ability to recognise how their skills have developed.

Fuel moisture content (FMC) is important for the ignitability, behaviour and severity of wildfires. Understanding the drivers of FMC and its spatial and temporal variability can help us develop fuel moisture models and inform assessments of wildfire behaviour and danger. Here we present the first United Kingdom (UK) national-scale temperate FMC dataset of 8,057 samples of eighteen different fuel constituents collected across 58 sampling sites between 2021–2023. We sampled fuels across emerging fire-prone ecosystems in the UK across three studies: (1) UK-wide longer-term sampling characterising the spatio-temporal drivers of FMC; (2) landscape-scale measurement through the North Yorkshire Moors to investigate landscape-driven variability in FMC; (3) plot-scale intensive sampling in the West Midlands to quantify diurnal patterns and among-sampler variability in fuel measurements. This database addresses a global fuel moisture measurement gap within traditionally non-fire prone regions. The database will advance our understanding of temperate fuel moisture dynamics and forms a fundamental contribution towards the development of a fire danger rating system for traditionally non-fire prone regions such as the UK. [ABSTRACT FROM AUTHOR]

In recent years, a number of academics, judges and politicians have noted that the UK Supreme Court has adopted a more restrained approach when it comes to public law than it had done previously. This article assesses the quantitative and qualitative evidence for this apparent conservative turn. It finds that, in a number of important respects, the Court has indeed adopted a more restrained approach to public law issues in recent years. However, conservatism and caution are not apparent across the board, and there are a number of areas in which the approach of the Court has been anything but restrained. Overall, the Court should not be considered ideologically conservative, nor should it be deemed constitutionally supine. Rather, it is most accurate to suggest that the Court is basing its judgments on a vision of the law rooted in the tradition of political constitutionalism. [ABSTRACT FROM AUTHOR]

This article proposes an innovative analytical framework for understanding memory work in oral history interviews with migrants who experienced the Troubles in Northern Ireland before migrating to Britain. Integrating theories of diasporic subjectivity from migration studies with conceptual developments in oral history and current research on memory, temporality and the history of emotions, it focuses on transnational dynamics in 'travelling memories' of the Troubles brought to Britain by first-generation migrants; the long temporal 'afterlife of feelings' attached to conflict memories; and the process of 'associative diffraction' whereby chronologically sequential memories are interrupted, fragmented and recombined in achronological sequences linking diverse temporal moments and spatial locations. The utility of these concepts is explored in an intensive analysis of memory dynamics and subjectivity in a single interview, with Siobhán O'Neill, who grew up Catholic, working-class and queer in nationalist/republican West Belfast at the epicentre of conflict violence, and moved to London in 1986. The article argues that the specificities of individual migration stories such as Siobhán's resist conventional generalisation, and offers a new theoretical and methodological framework for the systematic investigation of quotidian experiences, memories and silences that are unexplored in the established historiographies of the Troubles and the Irish diaspora in Britain. [ABSTRACT FROM AUTHOR]

Background: No consensus exists on how molar incisor hypomineralisation (MIH) should be covered by the undergraduate dental curricula. Aim: To assess the current teaching and assessment of MIH in the UK. Design: A piloted questionnaire regarding the teaching and assessment of MIH was disseminated to paediatric, restorative and orthodontic teaching leads in each UK dental school (n = 16). Data were analysed using descriptive statistics, chi‐squared and Kruskal–Wallis tests. Results: Response rates from paediatric, restorative and orthodontic teams were 75% (n = 12), 44% (n = 7) and 54% (n = 8), respectively. Prevention of caries, preformed metal crowns, anterior resin composites and vital bleaching were taught significantly more by paediatric teams (p =.006). Quality of life and resin infiltration were absent from restorative teaching. Orthodontic teaching focussed on the timing of first permanent molar extractions. Paediatric teams were mainly responsible for assessment. Risk factors, differential diagnoses for MIH and defining clinical features were more likely to be assessed by paediatric teams than by others (p =.006). All specialities reported that students were prepared to manage MIH. Conclusion: Molar incisor hypomineralisation is primarily taught and assessed by paediatric teams. No evidence of multidisciplinary or transitional teaching/assessment existed between specialities. Developing robust guidance regarding MIH learning in the UK undergraduate curricula may help improve consistency. [ABSTRACT FROM AUTHOR]

Background: Self‐management is a key component of successful chronic kidney disease (CKD) management. Here, we present the findings from the internal pilot of a multicentre randomised controlled trial (RCT) aimed to test the effect of a digital self‐management programme ('My Kidneys & Me' (MK&M)). Methods: Participants (aged ≥18 years and CKD stages 3‐4) were recruited from hospital kidney services across England. Study processes were completed virtually. Participants were randomised 2:1 to either intervention (MK&M) or control group. The first 60 participants recruited were included in a 10‐week internal pilot which assessed study feasibility and acceptability against pre‐specified progression criteria: 1) eligibility and recruitment, acceptability of 2) randomisation and 3) outcomes, 4) MK&M activation, and 5) retention and attrition rates. Semi‐structured interviews further explored views on trial participation. Results: Of the 60 participants recruited, 41 were randomised to MK&M and 19 to control. All participants completed baseline measures and 62% (n=37) completed post‐intervention outcome measures. All progression criteria met the minimum thresholds to proceed. Nine participants were interviewed. The themes identified were satisfaction with study recruitment processes (openness to participate, reading and agreeing to "terms and conditions"), acceptability of study design (remote study participation, acceptability of randomisation, completion of online assessment(s)), and methods to improve recruitment and retention (personalised approach, follow‐up communication). Conclusion: This internal pilot demonstrated the feasibility and acceptability of a virtually run RCT. Progression criteria thresholds to proceed to the definitive RCT were met. Areas for improvement were identified and protocol amendments were made to improve trial delivery. [ABSTRACT FROM AUTHOR]

Objectives: Developing mental health services which are accessible and acceptable to those from minority backgrounds continues to be a priority. In the United Kingdom, individuals who identify with a religion are underrepresented in Talking Therapies services as compared to those with no religion. This necessitates an understanding of how therapy is perceived. This online study explored the impact of explicitly acknowledging religion on anticipated alliance, treatment credibility and expectations of therapy in a non‐clinical sample of British Muslims. Methods: A video‐vignette experimental design was used in which participants who self‐reported as either high or low in religiosity were randomly allocated to receiving information about cognitive behavioural therapy either with or without an explicit mention of religion as a value in the therapeutic process. Results: One hundred twenty‐nine British Muslim adults aged 18–70+ years from various ethnic backgrounds participated in the study. Between‐subjects ANOVAs showed that scores on the perceived credibility of therapy and treatment expectations were significantly higher when religion was explicitly mentioned by the 'therapist', but that acknowledging religion did not impact upon anticipated alliance. Conclusions: These findings suggest that mentioning religion as a value to be considered in therapy has some positive impacts upon how therapy is perceived by British Muslims. Although video vignettes do not provide insight into the complexity of actual therapeutic encounters, acknowledging religion in mental health services more broadly remains an important consideration for improving equity of access and may bear relevance to other minoritized groups. [ABSTRACT FROM AUTHOR]

Background: Predicting fire behaviour is an ongoing challenge in temperate peatlands and heathlands, where live fuels can form the dominant fuel load for wildfire spread, and where spatial heterogeneity in fuel moisture is important but not typically represented in fuel models. Aims: We examine the impact of fuel moisture variation on simulated fire behaviour across a temperate peatland/heathland landscape. Methods: We collected field measurements of fuel moisture content in Calluna vulgaris shrub from 36 sites across the North Yorkshire Moors, United Kingdom. We used these to define fuel moisture inputs within existing shrubland fuel models to simulate fire behaviour in BehavePlus. Key results: Simulated rates of spread varied with fuel moisture content; average mean variance of 23–80% from the landscape average rate of spread. The driest sites had simulated rates of spread up to 135% above the landscape average and the wettest sites up to 86% below average. Fuel model selection dramatically impacted simulated rates of spread by a factor of five. Conclusions: We need to constrain the role of live fuel moisture within temperate fuel models to develop accurate fire behaviour predictions. Implications: Capturing cross-landscape heterogeneity in fire behaviour is important for safe and effective land and wildfire management decision-making. Predicted fire behaviour varies significantly when cross-landscape fuel moisture differences are included in simulations. In temperate fuels, where live fuel moisture is not well represented in models, this may create dangerous situations where fire behaviour is underpredicted during the typical spring fire season, which has implications for fire management decision-making. [ABSTRACT FROM AUTHOR]

Key Points: Question: For people with chronic obstructive pulmonary disease (COPD) at high risk of exacerbations, does bisoprolol reduce the number of exacerbations? Finding: In this randomized double-blind placebo-controlled trial of 515 people with COPD, the number of exacerbations requiring treatment with oral corticosteroids, antibiotics, or both did not differ significantly with use of bisoprolol (mean exacerbations, 2.03/y) vs placebo (mean exacerbations, 2.01/y). Meaning: Treatment with bisoprolol did not reduce COPD exacerbations requiring treatment with oral corticosteroids, antibiotics, or both. This randomized clinical trial examines whether the addition of bisoprolol to treatment of people with chronic obstructive pulmonary disease (COPD) at high risk of exacerbation reduces the rate of moderate to severe exacerbations. Importance: Chronic obstructive pulmonary disease (COPD) is a leading cause of morbidity and mortality worldwide. Observational studies report that β-blocker use may be associated with reduced risk of COPD exacerbations. However, a recent trial reported that metoprolol did not reduce COPD exacerbations and increased COPD exacerbations requiring hospital admission. Objective: To test whether bisoprolol decreased COPD exacerbations in people with COPD at high risk of exacerbations. Design, Setting, and Participants: The Bisoprolol in COPD Study (BICS) was a double-blind placebo-controlled randomized clinical trial conducted in 76 UK sites (45 primary care clinics and 31 secondary clinics). Patients with COPD who had at least moderate airflow obstruction on spirometry (ratio of forced expiratory volume in the first second of expiration [FEV1] to forced vital capacity <0.7; FEV1 <80% predicted) and at least 2 COPD exacerbations treated with oral corticosteroids, antibiotics, or both in the prior 12 months were enrolled from October 17, 2018, to May 31, 2022. Follow-up concluded on April 18, 2023. Interventions: Patients were randomly assigned to bisoprolol (n = 261) or placebo (n = 258). Bisoprolol was started at 1.25 mg orally daily and was titrated as tolerated during 4 sessions to a maximum dose of 5 mg/d, using a standardized protocol. Main Outcomes and Measures: The primary clinical outcome was the number of patient-reported COPD exacerbations treated with oral corticosteroids, antibiotics, or both during the 1-year treatment period. Safety outcomes included serious adverse events and adverse reactions. Results: Although the trial planned to enroll 1574 patients, recruitment was suspended from March 16, 2020, to July 31, 2021, due to the COVID-19 pandemic. Two patients in each group were excluded postrandomization. Among the 515 patients (mean [SD] age, 68 [7.9] years; 274 men [53%]; mean FEV1, 50.1%), primary outcome data were available for 514 patients (99.8%) and 371 (72.0%) continued taking the study drug. The primary outcome of patient-reported COPD exacerbations treated with oral corticosteroids, antibiotics, or both was 526 in the bisoprolol group, with a mean exacerbation rate of 2.03/y, vs 513 exacerbations in the placebo group, with a mean exacerbation rate of 2.01/y. The adjusted incidence rate ratio was 0.97 (95% CI, 0.84-1.13; P =.72). Serious adverse events occurred in 37 of 255 patients in the bisoprolol group (14.5%) vs 36 of 251 in the placebo group (14.3%; relative risk, 1.01; 95% CI, 0.62-1.66; P =.96). Conclusions and Relevance: Among people with COPD at high risk of exacerbation, treatment with bisoprolol did not reduce the number of self-reported COPD exacerbations requiring treatment with oral corticosteroids, antibiotics, or both. Trial Registration: isrctn.org Identifier: ISRCTN10497306 [ABSTRACT FROM AUTHOR]

Despite their emerging use, the in vivo behaviour of dual-mobility (DM) total hip replacements (THRs) is not well understood. Therefore, the purpose of this study was to assess the articulating surfaces of 20 early-retrieved DM polyethylene liners (mean length of implantation 20.0 ± 18.8 months) for damage to improve the current understanding of their in vivo functional mechanisms. The internal and external surfaces of each liner were visually and geometrically assessed, and the material composition of embedded debris particles were further characterized. Scratching and pitting were the most common modes of damage identified on either surface, and a high incidence of burnishing (50%) and embedded debris (65%) were observed on the internal and external surfaces, respectively. Embedded debris particles were commonly titanium- or iron-based, although other materials such as cobalt-chrome and tantalum were also identified. The geometric assessment demonstrated highly variable damage patterns across the liners, with the internal surfaces commonly presenting with crescent-shaped, circumferential, or circular regions of penetration whilst the external surfaces commonly presented with regions of deep pitting or gouging. This study demonstrates that DM-THRs primarily articulate at the head/liner junction, and that polyethylene liners are capable of rotating about the femoral neck axis, although the extent of this may be limited in some cases. Additionally, this study suggests that intra-prosthetic dislocation and edge loading may remain pertinent failure mechanisms of DM implants despite the advent of highly crosslinked polyethylene and design features, thus highlighting the need for enhanced monitoring of these devices. [ABSTRACT FROM AUTHOR]

There is emerging evidence that post-traumatic growth is a relevant concept in addiction recovery. However, existing measures, such as the post-traumatic growth inventory, were designed to measure post-traumatic growth in general trauma populations. It is unclear if the post-traumatic growth inventory is suitable for individuals in recovery from substance-related addiction. The current study aimed to qualitatively assess the content validity of the post-traumatic growth inventory for individuals in addiction recovery. The think-aloud method was applied, and semi-structured interviews utilized, to collect data from 20 individuals in recovery from unhealthy alcohol and/or drug use. Reflexive thematic analysis was used to analyze data in relation to item interpretation and experience of post-traumatic growth. Qualitative assessment supported three out of five subscales on the post-traumatic growth inventory (new possibilities, personal strength and appreciation of life). Modifications were suggested on some items from the relating to others domain and responses to the spiritual change domain possibly reflected a cultural influence. There was an identified need to include items that account for positive changes in health behavior. The current study highlights domains of post-traumatic growth for those in addiction recovery and how the post-traumatic growth inventory may understate some forms of positive life change. Future research should focus on validating a revised version of the post-traumatic growth inventory for this population. [ABSTRACT FROM AUTHOR]

Background: Given the degenerative nature of the condition, people living with motor neuron disease (MND) experience high levels of psychological distress. The purpose of this research was to investigate the cost‐effectiveness of acceptance and commitment therapy (ACT), adapted for the specific needs of this population, for improving quality of life. Methods: A trial‐based cost–utility analysis over a 9‐month period was conducted comparing ACT plus usual care (n = 97) versus usual care alone (n = 94) from the perspective of the National Health Service. In the primary analysis, quality‐adjusted life years (QALYs) were computed using health utilities generated from the EQ‐5D‐5L questionnaire. Sensitivity analyses and subgroup analyses were also carried out. Results: Difference in costs was statistically significant between the two arms, driven mainly by the intervention costs. Effects measured by EQ‐5D‐5L were not statistically significantly different between the two arms. The incremental cost‐effectiveness was above the £20,000 to £30,000 per QALY gained threshold used in the UK. However, the difference in effects was statistically significant when measured by the McGill Quality of Life‐Revised (MQOL‐R) questionnaire. The intervention was cost‐effective in a subgroup experiencing medium deterioration in motor neuron symptoms. Conclusions: Despite the intervention being cost‐ineffective in the primary analysis, the significant difference in the effects measured by MQOL‐R, the low costs of the intervention, the results in the subgroup analysis, and the fact that ACT was shown to improve the quality of life for people living with MND, suggest that ACT could be incorporated into MND clinical services. [ABSTRACT FROM AUTHOR]

This study examines the lead–lag relationships between the levels of housing affordability of different regions of the U.K. By utilizing government data, a number of housing affordability indicators are constructed to explore whether spatial diffusion exists between different regional submarkets of first-time homebuyers over the period of 2000 – 2021. The results reveal that during periods of economic expansion, housing unaffordability tended to diffuse from regions of slower economic growth to regions of higher economic development. It is further evident that in the aftermath of the GFC, the London housing market Granger-caused other regional markets in terms of housing (un)affordability. Lastly, the U.K'.s decision to leave the EU in 2016 seems to have led to more divergence between the submarket regions, which in a Granger causal sense, have become less causally correlated in terms of pricing. We conjecture that the causal interactions between the different regional housing submarkets exist with the lead–lag relationships governed primarily by their underlying macroeconomic fundamentals. [ABSTRACT FROM AUTHOR]

This article comprises a biography of George Freeman, an African boy ‘liberated’ from enslavement in West Africa and relocated to the countryside of Berkshire, UK. The article contributes to scholarship on the long-term presence and lived experiences of Black people in Britain, using digital humanities techniques and parochial records from the county of Berkshire to map the presence of Black people (and other minority ethnicities) in rural English counties. It also uses Freeman’s biography to engage in wider discussions concerning the precarious experiences of ‘Liberated Africans’. These two research areas are combined to construct Freeman’s biography as a global microhistory, adding to the growing scholarship that aims to overcome these areas of archival silence within histories of slavery and abolition. [ABSTRACT FROM AUTHOR]

This study addresses the effect of using animal excreta on the nutritional content of forages, focusing on macro- and micro-element concentrations (nitrogen; N, phosphorus; P, sulphur; S, copper; Cu, zinc; Zn, manganese; Mn, selenium; Se) from animal feed to excreta, soil, and plants. Data were collected from pot and field trials using separate applications of sheep or cattle urine and faeces. Key findings indicate that soil organic carbon (SOC) and the type of excreta significantly influences nutrient uptake by forages, with varied responses among the seven elements defined above. Although urine contributes fewer micronutrients compared to faeces (as applied at a natural volume/mass basis, respectively), it notably improves forage yield and micronutrient accumulation, thus potentially delivering positive consequences at the farm level regarding economic performance and soil fertility when swards upon clayey soil types receive said urine in temperate agro-climatic regions (i.e., South West England in the current context). In contrast, faeces application in isolation hinders Se and Mn uptake, once again potentially delivering unintended consequences such as micronutrient deficiencies in areas of high faeces deposition. As it is unlikely that (b)ovine grazing fields will receive either urine or faeces in isolation, we also explored combined applications of both excreta types which demonstrates synergistic effects on N, Cu, and Zn uptake, with either synergistic or dilution effects being observed for P and S, depending largely on SOC levels. Additionally, interactions between excreta types can result in dilution or antagonistic effects on Mn and Se uptake. Notably, high SOC combined with faeces reduces Mn and Se in forages, raising concerns for grazed ruminant systems under certain biotic situations, e.g., due to insufficient soil Se levels typically observed in UK pastures for livestock growth. These findings underscore the importance of considering SOC and excreta nutritional composition when designing forage management to optimize nutrient uptake. It should be noted that these findings have potential ramifications for broader studies of sustainable agriculture through system-scale analyses, as the granularity of results reported herein elucidate gaps in knowledge which could affect, both positively and negatively, the interpretation of model-based environmental impact assessments of cattle and sheep production (e.g., in the case of increased yields [beneficial] or the requirement of additional synthetic supplementation [detrimental]). [ABSTRACT FROM AUTHOR]

Rapid uptake of greenhouse gas (GHG) mitigation measures is central to reducing agricultural and land use emissions and meeting the UK Net Zero policy. The socioeconomic challenges and barriers to uptake are poorly understood, with yet unclear structural pathways to the uptake of GHG mitigation measures. Using an online survey of 201 agricultural land managers across the UK, and applying multiple linear regression and stepwise regression analysis, this research established farm and farmers' factors influencing perceptions and willingness to adopt GHG mitigation measures. The results consistently show that farm sector, farmers' business perception, and labour availability influence willingness to adopt GHG mitigation measures. Based on the farmers' qualitative feedback, other barriers to adoption include costs and concerns for profitability, lack of flexibility in land tenancy contracts, poor awareness and knowledge of the application of some GHG mitigation measures, perception about market demand e.g bioenergy crops, and scepticism about the future impacts of adopting varying GHG mitigation measures. In the midst of the ongoing net zero transition, this study identifies existing barriers to the uptake of GHG mitigation measures, and specifically, a substantial gap between farmers and the science of GHG mitigation measures and the need to incentivise a farm and farming community-led policy interventions to promote adoption of GHG mitigation measures. [ABSTRACT FROM AUTHOR]

Background: Primary care clinicians see people experiencing the full range of mental health problems. Determining when symptoms reflect disorder is complex. The Four-Dimensional Symptom Questionnaire (4DSQ) uniquely distinguishes general distress from depressive and anxiety disorders. It may support diagnostic conversations and targeting of treatment. Aim: To explore peoples' experiences of completing the 4DSQ and their perceptions of their resulting score profile across distress, depression, anxiety, and physical symptoms. Design and setting: A qualitative study was conducted in the UK with people recruited from primary care and community settings. Method: Participants completed the 4DSQ then took part in semi-structured telephone interviews. They were interviewed about their experience of completing the 4DSQ, their perceptions of their scores across four dimensions, and the perceived utility if used with a clinician. Interviews were transcribed verbatim and data were analysed thematically. Results: Twenty-four interviews were conducted. Most participants found the 4DSQ easy to complete and reported that scores across the four dimensions aligned well with their symptom experience. Distinct scores for distress, depression, and anxiety appeared to support improved self-understanding. Some valued the opportunity to discuss their scores and provide relevant context. Many felt the use of the 4DSQ with clinicians would be helpful and likely to support treatment decisions, although some were concerned about time-limited consultations. Conclusion: Distinguishing general distress from depressive and anxiety disorders aligned well with people's experience of symptoms. Use of the 4DSQ as part of mental health consultations may support targeting of treatment and personalisation of care. [ABSTRACT FROM AUTHOR]

Introduction Embedded smoking cessation support within lung cancer screening is recommended in the United Kingdom; however, little is known about why individuals decline smoking cessation support in this setting. This study identified psychosocial factors that influence smoking cessation and quit motivation among those who declined support for quitting smoking alongside lung cancer screening. Aims and Methods Qualitative interviews were conducted between August 2019 and April 2021 with 30 adults with a smoking history, recruited from the Yorkshire Lung Screening Trial. Participants had declined smoking cessation support. Verbatim interview transcripts were thematically analyzed. Results Fifty percent of participants were male and the majority were from the most deprived groups. Participants reported low motivation and a variety of barriers to stopping smoking. Participants described modifiable behavioral factors that influenced their quit motivation including self-efficacy, perceived effectiveness of stop-smoking services including smoking cessation aids, risk-minimizing beliefs, lack of social support, absence of positive influences on smoking, and beliefs about smoking/smoking cessation. Broader contextual factors included social isolation and stigma, coronavirus disease 2019, and comorbid mental and physical health conditions that deterred smoking cessation. Conclusions To encourage engagement in smoking cessation support during lung cancer screening, interventions should seek to encourage positive beliefs about the effectiveness of smoking cessation aids and increase confidence in quitting as part of supportive, person-centered care. Interventions should also acknowledge the wider social determinants of health among the lung screening-eligible population. Implications This study provides an in-depth understanding of the beliefs surrounding smoking and smoking cessation and further potential psychosocial factors that influence those attending lung cancer screening. Many of the barriers to smoking cessation found in the present study are similar to those outside of a lung screening setting however this work offers an understanding of potential facilitators that should be considered in future lung screening programs. [ABSTRACT FROM AUTHOR]

Background: Palforzia® enables the safe and effective desensitisation of children with peanut allergy. The treatment pathway requires multiple visits for dose escalation, up‐dosing, monitoring of patients taking maintenance therapy and conversion onto daily real‐world peanut consumption. The demand for peanut immunotherapy outstrips current National Health Service (NHS) capacity and requires services to develop a national consensus on how best to offer Palforzia® in a safe and equitable manner. We undertook a Delphi consensus exercise to determine guidance statements for the implementation of Palforzia®‐based immunotherapy in the NHS. Methods: We undertook focus groups with children and young people who had received peanut immunotherapy to assess what was important for them and their carers. Common themes from patients formed the basis of creating draft statements. A panel of 18 multi‐disciplinary professionals engaged in two rounds of anonymised voting to adapt the statements and score their importance. A final consensus workshop consolidated any variation in comments and scores to develop the final guidance statements. Results: The panel achieved consensus on 91% (29/32) of guidance statements, demonstrating strong consensus around pragmatic principles for assuring the integrity of consent, safety and conversion from Palforzia® to real‐world peanut products. The greatest amount of feedback was generated from three broad issues; (i) whether eligibility assessment should include compulsory peanut challenges and whether these should be designed to assess the threshold at which patients react to peanut, (ii) the governance processes to best ensure that patients' interests are prioritised and (iii) how to safely transition young people to other services, or discharge them, while they are taking daily peanut. Conclusions: This consensus highlights the urgent need for the NHS to increase capacity for undertaking diagnostic food challenges as well as developing Palforzia® immunotherapy pathways. The voting panel agreed that families of peanut allergic children should be made aware of immunotherapy, that eligibility assessment should include how co‐morbid conditions are managed and that services should monitor for adverse effects. The finalised statements are now published online for clinical practice in the UK. These guidance statements will be adapted in the coming years as more evidence is published and as the international experience of peanut immunotherapy evolves. [ABSTRACT FROM AUTHOR]

The development of global education as a grassroots movement for educational change has always been subject to the influences of prevailing economic and political forces. Perspectives are offered on how the formative years of global education in the United Kingdom and Canada were shaped, including the impacts of controversies and tensions among proponents and opposition from governments in power. A retrospective assessment of my experiences as a global educator during this period gives rise to some personal reflections on how my perceptions of global education have changed over time and some thoughts on how the movement might tackle some key challenges that inhibit its broader acceptance. In the current era of neoliberalism, it is argued that the visionary goals of global education are now more urgently needed in order to provide future decision makers with the tools required to make ethically sound judgments on matters that will determine the fate of humankind.

The field of Social Research Methods is shared not only by the social sciences, but by many other disciplines. There is therefore enormous scope for the creation and re-use of open educational resources (OERs) in this area. However, our work with social scientists on a number of recent projects suggests that barriers exist to OER creation and use in social research methods teaching. Although there are now a number of national and institutional projects creating learning resources in research methods and making them openly available for teachers and students to use, many still use licences that restrict re-use and, in particular, modification. We refer to these as grey OERs. We also found that, in contrast to the well-developed practice of citation in research work, academics and teachers had a narrow notion of licensing and copyright of teaching materials, consistent with a limited experience of sharing teaching materials. Academics saw potential users as mainly other academics who were subject experts like themselves. That meant that they gave little weight to the role of broad description and metadata in making resources findable. At the same time, when academics looked for resources, the provenance, quality and relevance of those resources and the ability to judge that quickly were paramount. We discuss two approaches that attempt to tackle these issues: first, the development of a mapping tool that supports those creating OERs to identify a range of classificatory and metadata in a way that gives those looking for resources a much wider range of ways of finding them; second, the development of a website, based on Web 2.0 technology, that exploits the contributions of academics using and reviewing research methods OERs. We suggest that the activities on a blog-based website create a cultural context which constitutes an element of a community of practice of social science academics. Users can find resources by quality, pedagogy, and other metadata as well as content and through vicarious learning about the use and reviewing of resources by other academics, they may develop better practices in their own re-use and attribution of OERs. (Contains 5 endnotes.)

One class of 4th year English major students who are part of the Bachelor of Education programme at Udon Thani Rajabhat University volunteered to participate in a project designed to increase their writing fluency whilst exposing them to different people and cultures in Southeast Asia. A secondary objective was to give an enjoyable task based exercise in the use of computers and the internet, with the social responsibilities that this involves. This project was designed to give these students the chance to investigate different cultures and to promote their own in a safe environment by using the Flickr photographic networking programme on the internet; to make contact and exchange ideas and cultures with students from Bali, Hong Kong and Japan. At the time of writing, this is still a work in progress; however, early indications are that students have benefited from this type of social interaction as they are experiencing better understanding of other cultures and beliefs, whilst increasing their computer skills. In addition, this project has widened the horizons of many of the students resulting in what is hoped to be a more pragmatic view of the environment, humanity and equity, beyond sustainability.

Recent research has demonstrated that, when instructed to prioritize a serial position in visual working memory (WM), adults are able to boost performance for this selected item, at a cost to nonprioritized items (e.g., Hu, Hitch, Baddeley, Zhang, & Allen, 2014). While executive control appears to play an important role in this ability, the increased likelihood of recalling the most recently presented item (i.e., the recency effect) is relatively automatic, possibly driven by perceptual mechanisms. In 3 Experiments 7 to 10 year-old's ability to prioritize items in WM was investigated using a sequential visual task (total N = 208). The relationship between individual differences in WM and performance on the experimental task was also explored. Participants were unable to prioritize the first (Experiments 1 and 2) or final (Experiment 3) item in a 3-item sequence, while large recency effects for the final item were consistently observed across all experiments. The absence of a priority boost across 3 experiments indicates that children may not have the necessary executive resources to prioritize an item within a visual sequence, when directed to do so. In contrast, the consistent recency boosts for the final item indicate that children show automatic memory benefits for the most recently encountered stimulus. Finally, for the baseline condition in which children were instructed to remember all 3 items equally, additional WM measures predicted performance at the first and second but not the third serial position, further supporting the proposed automaticity of the recency effect in visual WM.

Adult education in art galleries sits on a fault line, at once an apparatus upholding the affirmative aspects of museum culture cultivated by global elites, a propellant in the whirring of an increasingly dislocated set of events on trendy and consumable political themes, and a site for 'allyship' and other kinds of radical and socially transformative work. Resurrecting Hannah Arendt's question, 'where are we when we think?' this paper explores how we might move from a moment in which the 'space' of the gallery is replaced by the 'time' of the event (Helguera) and towards embedded space-times that attempt to address contemporary urgencies through situated practices that collectively analyse and respond to conditions. Drawn from examples derived from the author's practice, the paper argues for the use of popular education and anti-colonial pedagogies in the production of adult education in galleries, suggesting that such processes support groups in collectively naming and thinking through conflicts to re-shape both the galleries in which they have congregated and the worlds beyond their doors. This paper suggests that the re-construction and use of the often forgotten genealogies of emancipatory education are pivotal to doing social justice work in galleries.

Forest School offers children opportunities to explore the natural environment regularly over an extended period of time. It is based on six key principles, one of which states Forest School "fosters a relationship with nature and develops long-term pro-environment attitudes through regular personal experiences in nature." We consider to what extent this aim is achieved by exploring the published evidence. We identify that a relationship with nature could be demonstrated under six themes although there is little robust evidence to support this. We suggest further research is carried out directly linked to this aim of Forest School.

Research in higher education has revealed that only a small proportion of students complete assigned reading during semester. The current studies examined students' reading practices, and sought to explore potential factors underlying these practices. Three studies were conducted. Study 1 utilised a questionnaire to examine how long students spend reading academic material. Students reported spending an average of 14.1 hours per week reading a range of sources, including textbooks and journal articles for both guided and independent reading. The number of hours spent reading was lower than university expectations. Study 2 involved conducting focus groups to explore potential factors underlying students' reading practices. Six main themes emerged in the data; Expectations, Perceived benefits, Course structure, Lack of time, Practicalities, and Confidence. Study 3 further examined students' perceptions of a lack of time and a lack of confidence with reading using a diary exercise and a further questionnaire. The diary exercise revealed that students spent an average of 6.5 hours per day engaged in academic activities. In addition, students were generally confident with reading, although more so with reading textbooks than journal articles. The findings are discussed in terms of implications for staff teaching in higher education.

As part of a larger study, professional staff from two universities, Australian and British, were asked how they entered into a higher education career and what factors kept them in that career. Many participants reported that they found themselves in professional services almost by accident, or by a fortunate combination of circumstances. However, in addition to the serendipitous recruitment reported in earlier studies, our analysis found a positive value associated with higher education that attracted people to seek out employment opportunities, and to remain in the sector. This suggests that recruitment is not as accidental or serendipitous as might first appear. We argue that while there are many reasons why our participants remained in higher education, the variety offered in day-to-day roles and responsibilities is a key factor in retaining professional staff. Our findings have implications for policy and practice, for both the recruitment and retention of talented professional staff.

There is a growing prevalence in the use of digital media for education management and international partnerships; however, research continues to reflect the position that the absence of social interaction is a major barrier to a positive on-line learning experience. In 2007, a paper described the application of PESTE (Political, Economic, Social, Technical and Environmental) factors from Sociology to the employment of e-learning, leading to the proposal of PESTE factors for educational software, and e-learning in particular. This paper recaps the findings of the 2007 paper, and revisits the application of the now trans-national framework for the employment of e-learning, before applying PESTEL (Political, Economic, Social, Technical, Environmental and Legal) factors to e-learning. It then proceeds to consider the influence of the latest innovations: MOOCs (Massive Open Online Courses) and Flipped Learning. Finally, the future of learning technologies is discussed and conclusions drawn, including the 4Es of Tutoring for Value Added Learning.

Background: Undertaking Patient and Public Involvement (PPI) when developing health and social care research grant applications is critical. However, researchers may not have any funding to undertake PPI when developing grants. In response, the National Institute for Health and Care Research- Research Design Service for Yorkshire and the Humber in the United Kingdom, provided Public Involvement Fund Awards of up to £600 to fund PPI activity when researchers were developing grant applications. Researchers provided post-activity reports about how they utilised the Public Involvement Fund. These reports were analysed with the aim of evaluating the usefulness of the Public Involvement Fund and to provide learning about supporting researchers to undertake PPI when developing grants. Methods: The project was a qualitative document analysis of 55 reports. Initially a researcher coded four reports and three Public Contributors provided feedback. Researchers coded the remaining reports and identified key findings. A workshop was held with the three Public Contributors to develop the findings. Results: Researchers accessing the Public Involvement Fund award were generally early career researchers or clinicians who did not have other sources of funding for pre-grant PPI input. Researchers felt the award was useful in enabling them to conduct PPI, which strengthened their grant applications. Some researchers found that the award limit of £600 and guidance encouraging expenditure within three months, made it difficult to undertake PPI throughout the full grant development process. Instead, the majority of researchers consulted Public Contributors on one or two occasions. Researchers struggled to recruit diverse members or run group sessions due to the time pressures of grant deadlines. Researchers wanted training on undertaking PPI alongside the financial support. Conclusions: Researchers, especially early career researchers found having a Public Involvement Fund award instrumental in enabling them to undertake PPI when developing grant applications. It would be beneficial for similar schemes to be widely available. Schemes need to provide sufficient funding to enable meaningful PPI and allow researchers to hold the award for long enough to facilitate involvement during the whole grant development process. Researchers continue to need training on undertaking PPI. Plain English summary: Undertaking Patient and Public Involvement (PPI) when developing health and social care research grant applications is important. This ensures that patients have a voice in deciding what topics are researched. However, researchers often do not have funding to undertake PPI when developing grants. In response, a regional research advice service in the United Kingdom established a small grant scheme (up to £600) to fund PPI activity. This was called the Public Involvement Fund (PIF). Researchers developing health and social care grant applications could apply. After spending the funding, researchers wrote reports to explain how they used the Public Involvement Fund and the challenges they faced. We analysed 55 reports submitted over a three-year period to understand researchers' experiences of the fund. Researchers found the funding critical in enabling them to undertake PPI. Many felt their grants were improved from consulting Public Contributors. For example, helping them to decide a topic, changing their research method or choosing a questionnaire. However, researchers sometimes struggled to recruit Public Contributors, particularly when the research was not about a specific health condition. Researchers wanted to be able to have the award for long enough to enable them to involve Public Contributors throughout the whole grant development process. Alongside funding, researchers also need specific training about undertaking PPI when developing grants. For example, how to recruit representative Public Contributors quickly. It is recommended that similar schemes to the PIF are available to enable researchers to fund PPI activities when developing grant applications. [ABSTRACT FROM AUTHOR]

While many will be familiar with the British traitor William Joyce who, as Lord Haw-Haw, became infamous for his radio broadcasts to Britain on behalf of Nazi Germany during the Second World War, much less widely known and studied is the work of Büro Concordia, an organisation created by Joseph Goebbels to broadcast 'black' propaganda from Berlin to Britain. Between 1940 and 1945 five secret radio stations posed as the voice of British dissident, anti-war organisations operating within the United Kingdom, broadcasting a stream of propaganda which aimed to demoralise the British people and undermine its support for the war. While they can be credited with some limited success, they fell far short of what Goebbels had hoped and expected from them. These stations were launched by the Reich Propaganda Ministry, but the two dozen writers and speakers who produced these broadcasts from studios in Berlin were British citizens. This study evaluates these 'British renegades' and the system that identified, recruited and trained them, and concludes that whatever potential there might have been to influence the course of the war, the employment of people so wholly unsuited to the work ensured that Concordia was bound to fail from its inception. [ABSTRACT FROM AUTHOR]