Search

This study examined whether set-shifting ability for children with autism spectrum disorder without intellectual disability would be affected differentially by verbal or nonverbal feedback as the outcome of previous research tentatively suggests that verbal feedback may lead to slower set-shifting. Overall, 56 children participated (42 male; 14 female); 28 with a diagnosis of autism spectrum disorder (24 male) and 28 (21 male) typically developing children matched on cognitive and verbal abilities. Each group was exposed to a set-shifting task using cards varying in three dimensions. One group of typically developing children, and one group of autism spectrum disorder children, received verbal feedback on their performance, and one group received nonverbal feedback. Children with autism spectrum disorder learned an initial categorisation rule as fast as matched typically developing children. There was little difference in the impact of the type of feedback on acquisition. However, on shifting the classification rule, children with autism spectrum disorder showed slower rates of learning the new rule, relative to matched controls, which was worse when verbal feedback was used compared to nonverbal feedback. This finding has implications for the interpretations of set-shifting performance and for classroom use of feedback strategies.

Although grief can have a profound effect on the workplace, the long-term lived experience of working after bereavement remains under researched. But how is grief experienced at work? And to what extent does this experience vary according to type of loss and form of work? Drawing on data collected through a qualitative online survey (n = 220), this article provides a sociological exploration of experiences of work after bereavement. The article will argue that while grief can be silenced in the workplace, work can also provide an important source of relational connection for bereaved individuals. It concludes by reflecting on the need to move beyond linear approaches to grief and work, highlighting the important intersection of social relations and place. By analysing experiences through a relational lens, this article seeks to offer an original contribution to the sociology of work, and to grief theory as applied in the workplace. [ABSTRACT FROM AUTHOR]

This article explores the positioning of a sample of Arabic complementary language schools in the context of the UK government's discourse and promotion of so-called Fundamental British Values. While there is considerable social and political debate about radicalisation in Arab communities, teachers in the sample are deeply committed to a form of consensual diversity, both in their schools and their communities. They are also supportive of so-called British values, which they frame as universal values. In their promotion of these values as universal, there may be the potential for diasporic disconnect: the schools are striving for integration which may at times result in assimilationist positioning in the context of government pressure. However, their discourse is embedded in the highly charged political context in which Arabic schools operate and in which they position themselves as stakeholders in Arab communities. On the basis of the qualitative evidence reported here some of the government's ways of challenging radicalisation seems unwarranted in relation to Arabic complementary language schools.

Introduction: Online distance learning (e-learning) is now an established method for providing higher education, in the UK and across the world. The focus has largely been on developing the technology, and less attention has been given to developing evidence-informed course provision. Thus the effectiveness of this teaching approach, and its acceptability to students, is, at times, uncertain. Many higher education courses require students to submit a dissertation. Traditional face-to-face courses will include meetings between the student and an allocated supervisor, to support the dissertation component of the course. Research into the supervisory relationship and student satisfaction has focused on doctoral students. Little is known about the experiences of students studying for a master's degree. The aim of the current study was to measure student satisfaction with the dissertation course as part of a fully online distance learning master's programme in public health. Methods: All students submitting a dissertation as part of their master's programme in Public Health were sent an electronic survey to complete, in September 2012. The 34 item questionnaire used a four point Likert scale for students to rate levels of satisfaction across key components of the course, including preparatory materials, study skills, and support, and with the amount and content of supervision. Open ended/free text questions were used to determine factors associated with levels of satisfaction and to gain student feedback on the course overall. The constant comparative method was used to identify key themes from the free-text responses. Results: Of the 45 students submitting a dissertation, 82% (37) responded to the survey. The majority of students, 85% (28) were satisfied or very satisfied with the dissertation course overall. Levels of satisfaction remained high for many of the components examined. Differences were observed for part time and full time students, and for the type of dissertation, but these were not significant. Similarly, non significant findings were observed for associations between satisfaction and the estimated number of contacts initiated with their supervisor, and for the time spent working on their dissertation. The constant comparative analysis identified key themes and feedback included "self development", "peer support", and "writing skills". Conclusions: Generally high levels of satisfaction were received from students studying a dissertation course as part of a fully online distance learning programme in public health. Areas for further improvement were identified and the results act as a benchmark for future quality enhancement. These findings suggest that appropriate information, study skills, and supervisory support can be provided in an online distance learning programme, for students taking a master's level dissertation course.

Objective: To assess the prevalence and impact of neck pain during headache among respondents with migraine in the multicountry Chronic Migraine Epidemiology and Outcomes – International (CaMEO‐I) Study. Background: Neck pain among individuals with migraine is highly prevalent and contributes to disability. Methods: The CaMEO‐I was a prospective, cross‐sectional, web‐based study conducted in Canada, France, Germany, Japan, United Kingdom, and the United States. A demographically representative sample of participants from each country completed a screening survey to evaluate headache characteristics. Respondents with headache were identified as having migraine or non‐migraine headache based on modified International Classification of Headache Disorders, third edition, criteria; those with migraine completed a detailed survey with migraine‐specific assessments. Results were stratified by the presence or absence of neck pain with headache (NPWH). For these analyses, data were pooled across the six countries. Results: Of 51,969 respondents who reported headache within the past 12 months, 14,492 (27.9%) were classified as having migraine; the remaining 37,477 (72.1%) had non‐migraine headache. Overall, 9896/14,492 (68.3%) of respondents with migraine headache reported NPWH, which was significantly higher (p < 0.001) than the proportion of respondents with non‐migraine headache who reported NPWH (13,536/37,477 [36.1%]). Among respondents with migraine, moderate‐to‐severe disability was significantly more prevalent for those with NPWH versus without (47.7% [4718/9896] vs. 28.9%, p < 0.001). Respondents with NPWH versus without also had significantly greater work productivity losses, at a median (interquartile range [IQR]) of 50.0 (20.0, 71.3) vs. 30.0 (0.0, 60.0) (p < 0.001), lower quality of life (Migraine‐Specific Quality of Life questionnaire version 2.1, median [IQR] Role Function–Restrictive domain score 60.0 [42.9, 74.3] vs. 68.6 [54.3, 82.9], p < 0.001), higher prevalence of depression and anxiety symptoms (depression, 40.2% [3982/9896] vs. 28.2% [1296/4596], p < 0.001); anxiety, 41.2% [4082/9896] vs. 29.2% [1343/4596], p < 0.001), higher prevalence of cutaneous allodynia during headache (54.0% [5345/9896] vs. 36.6% [1681/4596], p < 0.001), and higher prevalence of poor acute treatment optimization (61.1% [5582/9129] vs. 53.3% [2197/4122], p < 0.001). Conclusions: Nearly 70% of respondents with migraine reported NPWH. Individuals with migraine with neck pain during their headaches had greater disability, depression, anxiety, and cutaneous allodynia (during headache) than those without neck pain during their headaches. They also had diminished quality of life and work productivity, and poorer response to acute treatment compared with those without neck pain. Plain Language Summary: We looked at data from a web‐based study of over 51,000 people across Canada, France, Germany, Japan, United Kingdom, and the United States to understand how neck pain affects people with migraine. We found that neck pain is common in people with migraine, and that those who have neck pain during their headaches have more disability, worse symptoms, more anxiety and depression, and poorer quality of life than those without neck pain. Our results show that neck pain is a serious problem for people with migraine, and it can worsen the negative impacts of migraine. [ABSTRACT FROM AUTHOR]

Background: Cervical cancer is the fourth most common cancer in women, with an estimated 342,000 deaths worldwide in 2020. Current standard of care in the UK for locally advanced cervical cancer is concurrent chemoradiotherapy with weekly cisplatin, yet 5-year overall survival rates are only 65% with a distant relapse rate of 50%. Inhibitors of Apoptosis Proteins (IAPs) are often overexpressed in cancer cells and associated with tumour progression and resistance to treatment. Tolinapant, developed by Astex Pharmaceuticals, is an IAP antagonist with an additional mechanism of action via down-regulation of NF-kB, an important regulator in cervical cancer. Preclinical studies performed using tolinapant in combination with cisplatin and radiotherapy showed inhibition of tumour growth and enhanced survival. There is therefore a strong rationale to combine tolinapant with chemoradiotherapy (CRT). Methods: CRAIN is a phase Ib open-label, dose escalation study to characterise the safety, tolerability and initial evidence for clinical activity of tolinapant when administered in combination with cisplatin based CRT. Up to 42 patients with newly diagnosed cervix cancer will be recruited from six UK secondary care sites. The number of participants and the duration of the trial will depend on toxicities observed and dose escalation decisions, utilising a TiTE-CRM statistical design. Treatment will constist of standard of care CRT with 45 Gy external beam radiotherapy given in 25 daily fractions over 5 weeks with weekly cisplatin 40mg/m2. This is followed by brachytherapy for which common schedules will be 28 Gy in 4 fractions high-dose-rate or 34 Gy in 2 fractions pulsed-dose-rate. Tolinapant will be administered in fixed dose capsules taken orally daily for seven consecutive days as an outpatient on alternate weeks (weeks 1, 3, 5) during chemoradiation. Dose levels for tolinapant which will be assessed are: 60 mg; 90 mg (starting level); 120 mg; 150 mg; 180 mg. Escalation will be guided by emerging safety data and decisions by the Safety Review Committee. Discussion: If this trial determines a recommended phase II dose and shows tolinapant to be safe and effective in combination with CRT, it would warrant future phase trials. Ultimately, we hope to provide a synergistic treatment option for these patients to improve outcome. Trial registrations: EudraCT Number: 2021-006555-34 (issued 30th November 2021); ISRCTN18574865 (registered 30th August 2022). [ABSTRACT FROM AUTHOR]

What is the practical pedagogic value of the zone of proximal development? How might we draw from the writings of Vygotsky and Leont'ev with regard to understanding the process of children and young people's development as socialised intellectual beings? This article applies cultural-historical theory to classroom activity in order to reveal the potential for dynamic change in subjectivity, agency, cooperation and collaboration. After a detailed theoretical contextualisation which links primary sources and the cultural-historical tradition to learning and development through classroom activity, an incident in a lesson is discussed and situated in its wider narrative of practical experimentation, diagnosis and implementation.

Parenting stress in mothers of children with autism spectrum disorder (ASD) is high and impacts perceptions about parenting. This study examined the relationship between parenting stress and observer-perceived limit-setting ability. Participants' perceptions of other parents' limit-setting ability were assessed by showing participants video clips of parenting behaviours. Mothers of 93 children with autism spectrum disorder completed an online survey regarding the severity of their own child's autism spectrum disorder (Social Communication Questionnaire), their child's behaviour problems (Strengths and Difficulties Questionnaire) and their own levels of parenting stress (Questionnaire on Resources and Stress). They were shown five videos of other parents interacting with children with autism spectrum disorder and were asked to rate the limit-setting abilities observed in each video using the Parent-Child Relationship Inventory. Higher parenting stress negatively related to judgements about others' limit-setting skills. This mirrors the literature regarding the relationship between self-reported parenting stress and rating child behaviour more negatively. It suggests that stress negatively impacts a wide range of judgements and implies that caution may be required when interpreting the results of studies in which parenting skills are assessed by self-report.

Background: The liking for sweet taste is a powerful driver for consuming added sugars, and therefore, understanding how sweet liking is formed is a critical step in devising strategies to lower added sugars consumption. However, current research on the influence of genetic and environmental factors on sweet liking is mostly based on research conducted with individuals of European ancestry. Whether these results can be generalized to people of other ancestry groups warrants investigation. Methods: We will determine the differences in allele frequencies in sweet-related genetic variants and their effects on sweet liking in 426 adults of either African or East Asian ancestry, who have the highest and lowest average added sugars intake, respectively, among ancestry groups in the U.S. We will collect information on participants' sweet-liking phenotype, added sugars intake (sweetness exposure), anthropometric measures, place-of-birth, and for immigrants, duration of time living in the U.S. and age when immigrated. Ancestry-specific polygenic scores of sweet liking will be computed based on the effect sizes of the sweet-related genetic variants on the sweet-liking phenotype for each ancestry group. The predictive validity of the polygenic scores will be tested using individuals of African and East Asian ancestry from the UK Biobank. We will also compare sweet liking between U.S.-born individuals and immigrants within each ancestry group to test whether differences in environmental sweetness exposure during childhood affect sweet liking in adulthood. Discussion: Expanding genetic research on taste to individuals from ancestry groups traditionally underrepresented in such research is consistent with equity goals in sensory and nutrition science. Findings from this study will help in the development of a more personalized nutrition approach for diverse populations. Trial registration: This protocol has been preregistered with the Center for Open Science (https://doi.org/10.17605/OSF.IO/WPR9E). [ABSTRACT FROM AUTHOR]

Background: The use or non-use of mobile technologies and social media in residential outdoor adventurous education (OAE) remains contested and generates an often-cited for-and-against argument in both theory and practice. Purpose: This qualitative study explored instructor perceptions of mobile technologies and social media in their practice as members of instructional staff at the United Kingdom's Outward Bound Trust. Methodology/Approach: Grounded within a multiple-case study design, 20 members of instructional staff were interviewed online from three Outward Bound Trust centers across Wales, England, and Scotland. Findings/Conclusions: Two major themes are shared as statements: (1) phone-free outdoor experiences are more impactful for young people in contemporary society ; (2) social media is fake, outdoor adventurous education necessitates in-person and in-place interaction. These findings are presented within a postdigital conceptual lens which questions whether any residential outdoor experience can be truly "technology free." Implications: The study consolidates perspectives on mobile technologies and social media in the practices of residential OAE instructors. These perspectives are considered important in the framing and delivery of contemporary OAE practice. [ABSTRACT FROM AUTHOR]

If policy preferences follow material interests, the experience of socioeconomic disadvantage ought to increase support for redistributive policies. However, experiencing disadvantage might also reduce faith in government's ability to make things better, indirectly reducing support for redistributive action, and leading to a spiral of widening disadvantage and increasing political disengagement. Indeed, disadvantaged communities sometimes favour right-wing platforms over those offering redistribution, as in the taking of 'red wall' constituencies in the North and Midlands of England by the UK Conservative party in 2019. This article uses quantitative data from a survey of 'red wall' voters (n = 805) to examine the bases of people's perceptions of redistributive policies. We find that even a radical redistributive policy, Universal Basic Income (UBI), receives consistently high levels of support (69.45 SD 27.24). Lower socioeconomic status, greater financial distress and greater risk of destitution all increase support. These effects are partly mediated by mental distress, which is markedly higher among the less well off. However, the same socioeconomic factors also reduce faith in government, which in turn is associated with lower support. Thus, those who stand to benefit most from redistribution are aware of their material interests, but are also the least confident in the ability of government to improve their lives. As such, there is a clear political challenge for progressive politicians: those whose support they depend upon require a significant redistributive offer, but also need to be persuaded of the viability of reform to support progressive change. [ABSTRACT FROM AUTHOR]

The Prevent strategy at UK universities is designed to reduce the possibility of university students becoming radicalised and so working against them supporting or directly engaging in terrorist activities. In this study, we were concerned to reflect on our reading of some relevant literature by exploring the views of a sample of British Muslim students regarding Prevent and, in particular, its impact on their sense of personal and national identities as British Muslims. Nine British Muslim undergraduate students completed an online questionnaire. We discuss findings suggesting that there is limited general understanding and negative characterisations of Prevent, with perceptions of this policy being ineffective and inappropriate for higher education contexts. We suggest that more work is needed to develop relevant educational initiatives in the development of a tolerant society and that there is potential in discourse analysis to help reveal further insights into Muslim students' identities.

This paper is concerned with teachers' and learners' collaborative pursuit of learner autonomy in a highly asymmetrical education setting, the music masterclass. Evaluations are identified as a potential opportunity for the mutual construction of learner autonomy. The analysis shows that, while teaching professionals mitigate interactional inequalities and thus reflexively handle asymmetrical interaction, words alone do not address the imbalances that exist. It is only when teachers show determination in pursuing invitations for students to engage and provide sequential slots for them to do so that spaces for learner autonomy are created. Students are also shown to take charge of their own learning by evaluating themselves, rather than waiting for teachers to do so. The data show that, while interactional asymmetries can be deeply ingrained in traditional forms of instruction, the local co-construction of social life means that patterns of instruction can be negotiated "in situ" rather than being the inevitable result of established hierarchies. However, doing so requires considerable interactional effort.

This paper shows how horse-riding instructors vocally depict, and thereby co-design and mobilize the unfolding progression of horses' and riders' actions through gradually escalating prosody. Escalating prosody involves the stepwise raising of a speaker's overall pitch across a series of turn components, often accompanied by increases in overall loudness and occasionally by changes in voice quality. Escalating prosody can accompany instructed activities from beginning to end or only during certain phases of the activity. The prosodic delivery mirrors the building and subsequent sustaining of physical effort expected of the horse-rider pair. It can occur with lexical instructions to perform series of actions or with repeated directives to sustain the current activity. It can also occur with repeated praise as a successful performance unfolds, and with repeated corrections, which temporally frame moments of trouble. Prosody is shown to be a resource for co-designing the actions of others, specifically, their mobility, physical effort, and sequential progression. The data are horse-riding lessons recorded in the UK and in Germany. [ABSTRACT FROM AUTHOR]

Existing frameworks for developing public health interventions have limited guidance for researchers on how to work with stakeholders to co-produce context-specific interventions. To address this, a promising framework for the co-production of public health interventions was developed through a previous review of school-based co-production. The present study aimed to optimise this co-production framework through applying and testing it in real-world secondary school contexts. Within schools, Research Action Groups (RAGs) were established with multiple school stakeholders supported by an external facilitator to use school data to produce school-specific mental health and wellbeing interventions. A mixed method process evaluation of two contextually diverse case study secondary schools in the UK was used to optimise the co-production framework. The process evaluation sought the views of those involved (students, school staff, school Senior Management Team (SMT) members, and the external co-production facilitator/researcher) on the co-production functions they were involved in so they could be modified, if needed. Data collected for the process evaluation during co-production were a researcher diary (n = 45 entries), and observations of student photography (n = 21) and RAG meetings (n = 8). Post co-production, interviews, and surveys with RAG students (n = 18) and staff (n = 8), and two school-specific SMT focus groups (n = 10) were conducted. The study identified four recommendations to optimise and integrate co-production into real world practice. They include the need to: assess schools for their readiness to undertake co-production; more effectively communicate the necessity to have stakeholders from the whole system involved; work with SMTs throughout co-production functions; involve stakeholders outside the school to support producing solutions to change school mental health and wellbeing priorities. The framework is intended to be used by researchers to integrate stakeholders into a shared decision-making process to develop interventions that meet the needs and contexts of individual schools. It could be transferred to other settings to support the development of public health interventions for other health areas, and populations. Further evaluation to test its use in other settings is needed. [ABSTRACT FROM AUTHOR]

Background: Individuals with migraine frequently experience pre- and post-headache symptoms. This analysis aimed to characterize the relative frequency and burden of pre- and post-headache symptoms in people with migraine using data collected through the Chronic Migraine Epidemiology and Outcomes – International Study. Methods: This cross-sectional, observational, web-based survey was conducted in 2021–2022 in Canada, France, Germany, Japan, the United Kingdom, and the United States. Respondents who met modified International Classification of Headache Disorders, 3rd edition, criteria were offered the opportunity to participate. Information collected included migraine-related disability, depression/anxiety symptoms, cutaneous allodynia, activity limitations, and acute treatment optimization. Respondents indicated how often they had pre- or post-headache symptoms using a 5-point scale, ranging from 0 to 4, with a rating of 2 or higher classified as a pre- or post-headache symptom case. Modeling was used to examine relationships with monthly headache days (MHDs) and activity limitations during pre-headache and post-headache phases. Results: Among a total of 14,492 respondents, pre-headache symptoms were reported by 66.9%, while post-headache symptoms were reported by 60.2%. Both pre-headache and post-headache symptoms were reported by 49.5% of respondents, only pre-headache by 17.4%, only post-headache by 10.7%, and neither pre- nor post-headache symptoms by 22.4%. Compared with respondents who experienced only pre- or post-headache symptoms, respondents who experienced both pre- and post-headache symptoms had the highest rates of 4–7, 8–14, and ≥ 15 monthly headache days (23.1%, 14.1%, and 10.9%, respectively). Of respondents with both pre- and post-headache symptoms, 58.5% reported moderate-to-severe disability, 47.7% reported clinically significant symptoms of depression, 49.0% reported clinically significant symptoms of anxiety, and 63.8% reported cutaneous allodynia with headache (ASC-12). Moderate-to-severe activity limitations were reported during the pre-headache (29.5%) and post-headache phases (27.2%). For all outcomes modeled, after controlling for covariates, having pre-headache symptoms, post-headache symptoms, or both were associated with worse outcomes than having neither. Conclusions: Pre- and post-headache phases of migraine are common, carry unrecognized burden, and may be a target for treatment. [ABSTRACT FROM AUTHOR]

The UK Bone and Joint Infection Registry (BAJIR) is a national project established in 2018 with the aim of collecting information about demographics, co-morbidities, pathogens, treatment strategies and outcomes on all patients who are diagnosed with, and treated for, a bone or joint infection in the UK with the objective of providing an understanding of the burden of disease. In time these data will be used to inform best practice, direct research and provide information for commissioners of healthcare. In this fracture-related infection special edition article, we discuss the registry's development, relevance and how we see it directing our practice in the future. Equally, we have highlighted some potential limitations and lessons learned. [ABSTRACT FROM AUTHOR]

Schools have an obligation to assess the literacy skills of their students, and the provision of reading instruction to students includes the ability to measure progress in this area. However, the design of reading tests includes the ability not only to read words, but also the ability to verbalise them. This presents a particular challenge for practitioners working with students with autism spectrum disorders (ASD) who can be nonverbal in many cases. How this issue is generally overcome is currently unknown. A survey was developed, in the form of an online multiple-choice questionnaire, in order to determine which tests are currently being used in the UK to assess the reading abilities of nonverbal students, and to examine the opinions of the education practitioners who use them, in relation to their suitability. Using the schools web directory, e-mail invitations were sent to 1,050 special educational needs schools across the UK, and 70 schools responded to the invitation. Respondents suggested that the majority of practitioners hold little faith in the ability of current reading assessments to provide an accurate picture of reading ability for students with ASD, and this holds particularly true for nonverbal pupils with ASD. One purpose of education assessment is to establish a baseline of students' ability in order to plan for lifelong learning and achievement. If there is an inability on the part of schools accurately to assess the reading abilities of nonverbal students with ASD, then it would be fair to assume that this could have a negative impact on the provision of learning opportunities for this population.

Inconsistency in the use of Virtual Learning Environments (VLEs) has led to dissatisfaction amongst students and is an issue across the Higher Education sector. This paper outlines research undertaken in one faculty within one university to ascertain staff and student views on minimum standards within the VLE; how the VLE could reduce student dissatisfaction; and to propose a conceptual framework surrounding student satisfaction with the VLE. A questionnaire was sent to staff and students asking if they agreed with the need to introduce minimum standards in the VLE and what criteria they wanted. The National Student Survey (NSS) results were analysed for six schools within the faculty over a 4-year period. Many of the NSS results were relevant to developing minimum standards with the VLE. The questionnaire results showed the vast majority of staff and students favour the introduction of minimum standards and identified specific items that should be included, for example handbooks, contact information for staff, access to previous modules, assessment information, further reading, etc. The NSS data showed that students wanted lectures available in the VLE, improved feedback, more computers for students and information about cancelled sessions/timetable changes in the VLE. The results suggest the presence of many minimum standards may reduce student dissatisfaction with the VLE. However, a distinction is made between those pre-potent factors that cause dissatisfaction and those that lead to satisfaction, using Herzberg's Two-Factor Theory as a theoretical basis. When considering minimum standards as "hygiene factors", their presence can prevent student dissatisfaction and provide the foundations for innovation in technology-enhanced learning.

Further to earlier work carried out by the student union (SU) along with strategic discussions regarding technology-enhanced learning (TEL), this research aimed to identify the attitudes and experience of teaching staff in relation to specific uses of technology in learning and teaching. Data obtained through an online questionnaire (n = 100) suggest that teaching staff are generally agreeable to the need for consistency in the virtual learning environment and identify specific criteria to be included within "minimum standards"; have some experience and interest in solutions to enable online submission, marking and feedback; and whilst there is more resistance, there was still interest in the provision of recorded lectures. Respondents overwhelmingly identified lack of time as a significant barrier to engaging with TEL, as well as other factors such as lack of skills and support.

The article reports that NPWH is more prevalent in people with migraine compared to those with non-migraine headaches, with significant impacts on disability, depression, anxiety, and work productivity. Topics include the frequency and impact of NPWH in migraine sufferers, its association with increased disease burden and reduced treatment response, and the variation in NPWH impact across different countries, notably Japan.

Stimulus overselectivity occurs when one aspect of the environment controls behavior at the expense of other equally salient aspects. Stimulus overselectivity can be reduced for some individuals with learning disabilities, if they engage in an observing response in which they point to, touch, or name each of the stimuli prior to selecting the one requested. To see whether this would apply to another population, a total of 55 participants with autism spectrum disorders (ASD) were trained on match-to-sample (MTS), or simple discrimination tasks, to determine whether overselectivity could be eliminated by using an observing response. MTS tasks were presented in a table-top format as well as on a computer. The observing-response procedure did not eliminate overselectivity for any of the participants, regardless of age, task, or format of presentation. These results are interpreted to call to question the effectiveness of this procedure in this context for individuals with ASD. (Contains 1 table and 6 figures.)

Early detection of highly infectious respiratory diseases, such as COVID-19, can help curb their transmission. Consequently, there is demand for easy-to-use population-based screening tools, such as mobile health applications. Here, we describe a proof-of-concept development of a machine learning classifier for the prediction of a symptomatic respiratory disease, such as COVID-19, using smartphone-collected vital sign measurements. The Fenland App study followed 2199 UK participants that provided measurements of blood oxygen saturation, body temperature, and resting heart rate. Total of 77 positive and 6339 negative SARS-CoV-2 PCR tests were recorded. An optimal classifier to identify these positive cases was selected using an automated hyperparameter optimisation. The optimised model achieved an ROC AUC of 0.695 ± 0.045. The data collection window for determining each participant's vital sign baseline was increased from 4 to 8 or 12 weeks with no significant difference in model performance (F(2) = 0.80, p = 0.472). We demonstrate that 4 weeks of intermittently collected vital sign measurements could be used to predict SARS-CoV-2 PCR positivity, with applicability to other diseases causing similar vital sign changes. This is the first example of an accessible, smartphone-based remote monitoring tool deployable in a public health setting to screen for potential infections. [ABSTRACT FROM AUTHOR]

In this article, written by Phil Reed and Lisa Osborne, both from Swansea University, the impact of severity of autism, and the time-input of the treatment programme, on the outcome effectiveness for four early interventions for individuals on the autism spectrum was explored. The four interventions studied were applied behaviour analysis (ABA), special nursery, an adapted portage intervention, and a local authority approach. Sixty-six children (aged from two years six months to four years) were studied over nine months, in terms of their intellectual, educational and adaptive behavioural functioning. Children undergoing the ABA approach demonstrated greater gains in functioning (especially in educational functioning). There were differences in the way that autism severity and intervention time-input impacted on the different early intervention programmes. For special nursery, portage and local authority approaches, the gains made by the children were inversely related to the severity of their autism and directly related to time-input. In contrast, the converse was true for the ABA approach. These data are discussed with respect to their implications for choosing an intervention strategy for a child on the autism spectrum. (Contains 3 tables and 2 figures.)

This research investigates the current awareness of, and participation in, the open content movement at one UK institution for higher education. The open content movement and the open educational resources can be seen as potential methods for reducing time and cost of technology-enhanced learning developments; however, its sustainability and, to some degree, its success are dependent on critical mass and large-scale participation. Teaching staff were invited to respond to a questionnaire. Respondents (n = 59) were open to the idea of sharing their own content and, similar to other studies, demonstrated existing practices of sharing resources locally amongst colleagues; however, there was little formal, large-scale sharing using suitable licenses. The data gathered concurs with other research suggesting a lack of awareness to the Creative Commons licenses as well as a lack of participation in large open educational resource repositories. (Contains 6 tables.)

The current study examined the impact of school placement in mainstream or special settings on the behavioural functioning of children with Autism Spectrum Disorders (ASD). Children were assessed at the start of the school year and then again at the end of the school year using the Strengths and Difficulties Questionnaire and the Vineland Adaptive Behavior Scale. Children with ASD made improvements in both types of placements; however, those children in specialist provisions made greater improvements in areas of conduct and socialisation. These results confirm other recent demonstrations of superior performance in special schools for children with ASD. The need to re-address specialist school placement as a viable alternative to mainstream education for children with ASD is discussed. (Contains 4 tables and 1 figure.)

The paper explored key factors that might lead to successful agri-environmental social learning and collective action in order to deliver landscape-scale resource management within agri-environment schemes. Using the theory of collective action as an analytical framework the paper examined findings from in-depth interviews with 20 members of two co-operative initiatives in Wales and two participatory workshops. Consideration of the theory helped in understanding how individuals come together to provide public goods, and the conditions that make this activity a success. Factors of importance for organising and delivering collective agri-environment schemes were: locally adaptable engagement strategies; working with group members previously known to each other; institutional arrangements that limited group size and which allowed groups to develop their own solutions and implementation rules; and external support offering the services of a local facilitator and funding for both planning and management stages. A clear finding from the research was the extent to which both business and social confidence can grow within such groups which opens up further development opportunities. The paper identifies key factors that could be used to encourage and enhance the success of co-operative groups in delivering landscape-scale agri-environment schemes. The research findings identify appropriate mechanisms for the design and delivery of collective agri-environment schemes and environment management in the UK, which can also be applied to other parts of Europe. (Contains 2 tables.)

Games Based Learning needs to be linked to good learning theory to become an important educational intervention. This study examines the effectiveness of a collection of computer games called Neurogames®. Neurogames are a group of computer games aimed at improving reading and basic maths and are designed using neuropsychological theory. The effectiveness of Neurogames was assessed using a matched pairs experimental design. Short exposure to Neurogames resulted in a significant increase in mathematical ability compared to control. The games resulted in a significant increase in reading ability. The study shows that brief exposure to computer games can result in significant changes to academic development. The implications for education and further research are discussed.

The effectiveness of 3 early teaching interventions (applied behavior analysis [ABA], special nursery placement, and portage) for children with autism spectrum disorder was studied in a community-based sample over 10 months. Measures of autism severity as well as intellectual, educational, and adaptive behavioral function were administered. In contrast to reports in some previous research (Lovaas, 1987), there was no evidence of recovery from autism. Children in the ABA condition made greater intellectual and educational gains than children in the portage program. They also made greater educational gains than students in the nursery program. Furthermore, the nursery program produced larger gains than the portage program in adaptive functioning. (Contains 4 tables.)

Stimulus over-selectivity is a phenomenon displayed by individuals with autism, and has been implicated as a basis for many autistic-spectrum symptoms. In four experiments, non-autistic adult participants were required to learn a simple discrimination using picture cards, and then were tested for the emergence of stimulus over-selectivity, both with and without a concurrent task. Greater stimulus over-selectivity was noted when participants completed the concurrent task. The results are discussed in relation to the implications for the development of a model of memory deficits in autism.

We explored patient satisfaction with baricitinib, an oral Janus kinase inhibitor, in patients with atopic dermatitis (AD) treated in routine clinical practice. Adults with moderate-to-severe AD treated with baricitinib in clinical practice for ≥4 weeks in France, Germany, and the UK completed a one-time online survey under market research methodologies. Treatment satisfaction was assessed using a Likert scale and abbreviated Treatment Satisfaction Questionnaire for Medication (TSQM-9). Patients reported demographic, disease, and treatment information. Data were analyzed descriptively. The survey was completed by 170 patients with a mean age of 39.3 years (SD = 13.5), 59% (n = 101) were female. At baricitinib initiation, 79% rated their AD as "Severe", yet 28% reported body surface area (BSA) involvement ≥10%. Most were "Satisfied" or "Very satisfied" (76%/18%) with baricitinib, with high rates reported for controlling itch (36%/56%). Itch improvements were noted by 97% of patients. Some tapered/stopped (50%/32%) topical corticosteroid use, aligned with reported improvements on the patient global assessment and BSA. Mean TSQM-9 convenience score was 78.0 (SD = 14.0). Satisfaction with itch control was particularly high, reflected in rates of improvement in itch since starting baricitinib. On the TSQM-9, the convenience score was the highest. Many patients tapered/stopped concomitant topicals, indicating baricitinib's effect in controlling AD symptoms. [ABSTRACT FROM AUTHOR]

In November 2000, a conference in London hosted by three outdoor education associations examined the growing culture of risk aversion in the United Kingdom, the role of risk in learning, the increasing difficulty of finding a balance between risk and adventure, and the challenges of tempting children away from computer games and dealing with parents who fear the countryside. (TD)

'Death administration' is a term used to describe the wide range of tasks which must be completed after someone has died, such as registering the death and obtaining a death certificate. This involves fulfilling a complex set of time-sensitive procedures during a period of sometimes intense vulnerability, which can further compound the stress and upset felt when grieving. Using data from a qualitative study exploring people's experiences of carrying out tasks related to death administration in the UK, this article seeks to demonstrate some of the problems inherent within the process. In doing so, it highlights some of the ways that the unavoidable challenge of completing death administration can be made less burdensome, both physically and emotionally, for those tasked with its undertaking. As such, this paper offers new insights into an aspect of being bereaved that is currently overlooked, but in much need of improvement. [ABSTRACT FROM AUTHOR]

The aim of UK-REACH ("The United Kingdom Research study into Ethnicity And COVID-19 outcomes in Healthcare workers") is to understand if, how, and why healthcare workers (HCWs) in the United Kingdom (UK) from ethnic minority groups are at increased risk of poor outcomes from COVID-19. In this article, we present findings from the ethical and legal stream of the study, which undertook qualitative research seeking to understand and address legal, ethical, and social acceptability issues around data protection, privacy, and information governance associated with the linkage of HCWs' registration data and healthcare data. We interviewed 22 key opinion leaders in healthcare and health research from across the UK in two-to-one semi-structured interviews. Transcripts were coded using qualitative thematic analysis. Participants told us that a significant aspect of Big Data research in public health is varying drivers of mistrust—of the research itself, research staff and funders, and broader concerns of mistrust within participant communities, particularly in the context of COVID-19 and those situated in more marginalised community settings. However, despite the challenges, participants also identified ways in which legally compliant and ethically informed approaches to research can be crafted to mitigate or overcome mistrust and establish greater confidence in Big Data public health research. Overall, our research indicates that a "Big Data Ethics by Design" approach to research in this area can help assure (1) that meaningful community and participant engagement is taking place and that extant challenges are addressed, and (2) that any new challenges or hitherto unknown unknowns can be rapidly and properly considered to ensure potential (but material) harms are identified and minimised where necessary. Our findings indicate such an approach, in turn, will help drive better scientific breakthroughs that translate into medical innovations and effective public health interventions, which benefit the publics studied, including those who are often marginalised in research. [ABSTRACT FROM AUTHOR]

Soils have the potential to sequester and store significant amounts of carbon, contributing towards climate change mitigation. Soil carbon markets are emerging to pay farmers for management changes that absorb atmospheric carbon, governed by codes that ensure eligibility, additionality and permanence whilst protecting against leakage and reversals. This paper presents the first global comparative analysis of farmland soil carbon codes, providing new insights into the range of approaches governing this global marketplace. To do this, the paper developed an analytical framework for the systematic comparison of codes which was used to identify commonalities and differences in approaches, methods, administration, commercialisation and operations for 12 publicly available codes from around the world. Codes used a range of mechanisms to manage additionality, uncertainty and risks, baselines, measurement, reporting and verification, auditing, resale of carbon units, bundling and stacking, stakeholder engagement and market integrity. The paper concludes by discussing existing approaches and codes that could be adapted for use in the UK and evaluates the need for an over-arching standard for soil carbon codes in the UK and internationally, to which existing codes and other schemes already generating soil carbon credits could be assessed and benchmarked. [ABSTRACT FROM AUTHOR]

Effective engagement is crucial for enhancing environmental decision-making processes, fostering more sustainable and equitable outcomes. However, the success of engagement is highly variable and context-dependent. While theoretical frameworks have been developed to explain outcome variance in engagement in environmental decision-making, they have not yet been tested in digital contexts, leaving their applicability to digital engagement processes unclear. More broadly, there are unanswered questions about the effectiveness of digital tools in achieving the goals of engagement, which have become increasingly pertinent amidst growing concerns about the potential of digital technologies for exacerbating exclusions, ethical issues, and systematically undermining democratic progress. This paper addresses this evidence gap by presenting findings from interviews with practitioners in UK public, private, and third sector organisations. Our results provide empirical insights into the technical, ethical, and inclusivity debates surrounding digital tools and their effectiveness in promoting accessible engagement, high-quality social interaction, place-based decision-making, and more trustworthy and credible outcomes. Our findings indicate that while current engagement theories are applicable to digital environments, the key explanatory factors acquire new dimensions in digital compared to in-person contexts. Drawing on the findings, this study contributes novel insights to expand current theory for explaining "what works" in engagement in environmental decisions, enhancing its relevance and applicability in the digital age. The paper concludes with evidence-led recommendations for environmental practitioners to improve engagement processes in digital and remote settings. [Display omitted] • There is a lack of evidence on the benefits and drawbacks of digital tools for engagement. • The applicability of current theories for engagement to digital and remote settings is unclear. • Key factors known to shape outcomes in engagement take on new dimensions in digital, remote environments. • There are new considerations which make engagement theory more relevant and applicable in digital contexts. [ABSTRACT FROM AUTHOR]

This paper evaluates whether Reflecting Team Practices (RTP) are a helpful tool to a team (i) undergoing change and (ii) to facilitate staff being heard across the hierarchy. We hypothesised that RTP would enable staff to speak and be listened to, in relation to their experiences of organisational restructuring. We offered three team away‐day and follow‐up processes. Due to the paucity of systematic research in this area, we designed a qualitative process, utilising individual interviews with four team members aged 30–59 years. Interview data were analysed using thematic analysis. Thematic analysis yielded seven themes, which enabled understanding of our team's experiences of separating talking and listening. It has also led to wider changes in our teams functioning and our communication with other parts of the organisation in which we work. The results are very limited due to the small sample size, but further research in this area is warranted. [ABSTRACT FROM AUTHOR]

Purpose: The primary objective of this study was to evaluate the environmental impact and financial cost of repairing surgical scissors. Methods: We used life cycle assessment (LCA) and life cycle cost analysis to estimate environmental impacts and financial cost of repairing surgical scissors. The functional unit was one use of a reusable surgical scissor (manufactured in Germany and used in the UK), and three baseline scenarios were compared: no repair, onsite (hospital), and offsite (external contract) repair. This 'cradle-to-grave' analysis included raw material extraction, manufacture of scissors and materials within primary and secondary packaging, transportation, decontamination, repair (where relevant), and waste disposal. Primary activity data was sourced from the instrument manufacturer, supplier, and from UK repair centres (both onsite and offsite), whilst the Ecoinvent database was used as a secondary data source for the manufacture of scissors. The World ReCiPe Midpoint and Endpoint Hierarchist method (Version 1.1) was used for environmental impact assessment. Scenario analysis was used to evaluate the impact of altering different assumptions, including number of uses, reducing number of repairs, increasing distance to offsite repair centre, and alternative electricity sources and waste handling processes. Life cycle cost analysis was calculated based on purchase cost, and cost of decontamination, repair, and waste disposal. Results and discussion: The carbon footprint of reusable scissors was 70 g CO2e per use, assuming scissors were used 40 times before replacement. This was reduced by 19% through use of offsite repair every 40 uses (57 g CO2e/scissor use), with small additional reductions associated with onsite repair (56 g CO2e/scissor use). Similar patterns of reduction were calculated for eighteen midpoint environmental impact categories (mean impact reduction of 30% for those repaired offsite relative to no repair) and also across three endpoint categories. Decontamination made the biggest contribution to the carbon footprint across all baseline scenarios (76% where no repair, 95–97% where repaired offsite and onsite respectively). Findings were robust to alternative scenario analyses. Life cycle cost was GBP £1.43 per use of reusable scissors, and when repaired either on- or offsite this decreased by 32% to GBP £0.97 per use. Conclusion: Repairing surgical scissors rather than replacing them with a new pair can reduce environmental and financial cost. The extent to which repair may play a role in mitigating the environmental impact of other surgical instruments requires further research. [ABSTRACT FROM AUTHOR]

In the United Kingdom, no outdoor practitioner is working as a professional therapist and little formal training in outdoor therapy exists. Practice of this type requires supervision and professional accreditation. Interested undergraduates should check social work, probation, mental health, educational psychology, or occupational therapy programs. Differences between "therapy" and "therapeutic," counselor and therapist, and hard and soft skills are discussed. (TD)

This study investigates how research data contributes to non-academic impacts using a secondary analysis of high-scoring impact case studies from the UK's Research Excellence Framework (REF). A content analysis was conducted to identify patterns, linking research data and impact. The most prevalent type of research data-driven impact related to "practice" (45%), which included changing how professionals operate, changing organizational culture and improving workplace productivity or outcomes. The second most common category was "government impacts", including reducing government service costs and enhancing government effectiveness or efficiency. Impacts from research data were developed most frequently through "improved institutional processes or methods" (40%) and developing impact via pre-analyzed or curated information in reports (32%), followed by "analytic software or methods" (26%). The analysis found that research data on their own rarely generate impacts. Instead they require analysis, curation, product development or other forms of significant intervention to leverage broader non-academic impacts. [ABSTRACT FROM AUTHOR]

Background: The aim of this study was to estimate the carbon footprint and financial cost of decontaminating (steam sterilization) and packaging reusable surgical instruments, indicating how that burden might be reduced, enabling surgeons to drive action towards net-zero-carbon surgery. Methods: Carbon footprints were estimated using activity data and prospective machine-loading audit data at a typical UK inhospital sterilization unit, with instruments wrapped individually in flexible pouches, or prepared as sets housed in single-use tray wraps or reusable rigid containers. Modelling was used to determine the impact of alternative machine loading, opening instruments during the operation, streamlining sets, use of alternative energy sources for decontamination, and alternative waste streams. Results: The carbon footprint of decontaminating and packaging instruments was lowest when instruments were part of sets (66-77 g CO2e per instrument), with a two- to three-fold increase when instruments were wrapped individually (189 g CO2e per instrument). Where 10 or fewer instruments were required for the operation, obtaining individually wrapped items was preferable to opening another set. The carbon footprint was determined significantly by machine loading and the number of instruments per machine slot. Carbon and financial costs increased with streamlining sets. High-temperature incineration of waste increased the carbon footprint of single-use packaging by 33-55 per cent, whereas recycling reduced this by 6-10 per cent. The absolute carbon footprint was dependent on the energy source used, but this did not alter the optimal processes to minimize that footprint. Conclusion: Carbon and financial savings can be made by preparing instruments as part of sets, integrating individually wrapped instruments into sets rather than streamlining them, efficient machine loading, and using low-carbon energy sources alongside recycling. [ABSTRACT FROM AUTHOR]

Context: The precarious work arrangements experienced by many long-term care workers have led to the creation of a "shared" workforce across residential, home, and community aging care sectors. This shared workforce was identified as a contributor to the spread of COVID-19 early in the pandemic. Objective: This analysis sought to review policy measures targeting the long-term care workforce across seven high income jurisdictions during the first year of the COVID-19 pandemic. The focus was on financial supports introduced to recognize long-term care workers for the increased risks they faced, including both (1) health risks posed by direct care provision during the pandemic and (2) economic risks associated with restrictions to multi-site work. Method: Environmental scan of publicly available policy documents and government news releases published between March 1, 2020 and March 31, 2021, across seven high income jurisdictions. Findings: While there was limited use of financial measures in the United States to compensate long-term care workers for the increased health risks they faced, these measures were widely used across Canada, as well as in Wales, Scotland, and Australia. Moreover, there was a corresponding use of financial measures to protect workers from income loss in parts of Canada, Australia and the UK. Limitations: Our analysis did not include additional policy measures such as sick pay or recruitment incentives. We also relied primarily on publicly available policy documentation. In some cases, documents had been archived or revised, making it difficult to ascertain and clarify original information and amendments. Implications: While these financial measures are temporary, they brought to light long-standing issues related to the supply of and support for workers providing care to older adults in long-term care homes. [ABSTRACT FROM AUTHOR]

The exponential rise of information available means we can now, in theory, access knowledge on almost any question we ask. However, as the amount of unverified information increases, so too does the challenge in deciding which information to trust. Farmers, when learning about agricultural innovations, have historically relied on in-person advice from traditional 'experts', such as agricultural advisers, to inform farm management. As more farmers go online for information, it is not clear whether they are now using digital information to corroborate in-person advice from traditional 'experts', or if they are foregoing 'expert' advice in preference for peer-generated information. To fill this knowledge gap, we sought to understand how farmers in two contrasting European countries (Hungary and the UK) learnt about sustainable soil innovations and who influenced them to innovate. Through interviews with 82 respondents, we found farmers in both countries regularly used online sources to access soil information; some were prompted to change their soil management by farmer social media 'influencers'. However, online information and interactions were not usually the main factor influencing farmers to change their practices. Farmers placed most trust in other farmers to learn about new soil practices and were less trusting of traditional 'experts', particularly agricultural researchers from academic and government institutions, who they believed were not empathetic towards farmers' needs. We suggest that some farmers may indeed have had enough of traditional 'experts', instead relying more on their own peer networks to learn and innovate. We discuss ways to improve trustworthy knowledge exchange between agricultural stakeholders to increase uptake of sustainable soil management practices, while acknowledging the value of peer influence and online interactions for innovation and trust building. [ABSTRACT FROM AUTHOR]

Opposition to Universal Basic Income (UBI) is encapsulated by Martinelli's claim that 'an affordable basic income would be inadequate, and an adequate basic income would be unaffordable'. In this article, we present a model of health impact that transforms that assumption. We argue that UBI can affect higher level social determinants of health down to individual determinants of health and on to improvements in public health that lead to a number of economic returns on investment. Given that no trial has been designed and deployed with that impact in mind, we present a methodological framework for assessing prospective costs and returns on investment through modelling to make the case for that trial. We begin by outlining the pathways to health in our model of change in order to present criteria for establishing the size of transfer capable of promoting health. We then consider approaches to calculating cost in a UK context to estimate budgetary burdens that need to be met by the state. Next, we suggest means of modelling the prospective impact of UBI on health before asserting means of costing that impact, using a microsimulation approach. We then outline a set of fiscal options for funding any shortfall in returns. Finally, we suggest that fiscal strategy can be designed specifically with health impact in mind by modelling the impact of reform on health and feeding that data cyclically back into tax transfer module of the microsimulation. [ABSTRACT FROM AUTHOR]

Background: There is mixed evidence for an association between autism spectrum disorder (ASD) and emotion recognition deficits. We sought to assess the bidirectionality of this association using phenotypic and genetic data in a large community sample. Methods: Analyses were conducted in three stages. First, we examined the bidirectional association between social autistic traits at age 8 years and emotion recognition task (ERT) responses at age 24 years (Study 1; N = 3,562); and between Diagnostic Analysis of Non‐Verbal Accuracy (DANVA) emotion recognition responses at age 8 years and social autistic traits at age 10 years (Study 2; N = 9,071). Next, we used genetic analyses (Study 3) to examine the association between polygenic risk scores for ASD and outcomes for the ERT and DANVA. The genetic correlation between ASD and ERT responses at age 24 was also estimated. Analyses were conducted in the Avon Longitudinal Study of Parents and Children. Results: Social autistic traits at age 8 years were negatively associated with later total correct responses on ERT in Study 1 (b = −0.18; 95% CI: −0.27 to −0.09). We also found evidence of an association in Study 2 (b = −0.04; 95% CI: −0.05 to −0.03). We found the opposite association, that is positive, between the ASD polygenic risk score and ERT (b = 0.40; 95% CI: 0.10 to 0.70); however, this association varied across different p‐value thresholds and would not survive multiple testing, so should be interpreted with caution. We did not find evidence of a genetic correlation between ASD and ERT. Conclusion: We found an observational association between poorer emotion recognition and increased social autistic traits. Our genetic analyses may suggest a shared genetic aetiology between these or a potential causal pathway; however, future research would benefit from using better powered GWAS to examine this further. Our results may inform interventions targeting emotion recognition. [ABSTRACT FROM AUTHOR]

Background Surgical site complications (SSCs) pose a major post-operative challenge. Single-use negative pressure wound therapy (sNPWT) systems have been shown to be effective for reducing SSCs. An upgraded sN-PWT system (PICOTM 7) with improved functional performance and ease-of-use was assessed in a prospective, single-arm study. The study aimed to assess if the system was a safe and effective therapy for delivering consistent negative pressure. Methods Between November 2018 and May 2019, eligible patients across 11 sites with a closed abdominal or knee arthroplasty incision, skin graft or flap, were enrolled. Postoperatively, patients received sNPWT for up to 7 days with follow-up until 30 days. Endpoints included the ability to maintain a consistent negative pressure for the intended duration, complication rates, clinician and patient usability and satisfaction and serious adverse events. Results The device was capable of delivering consistent negative pressure across all assessed surgical wounds and was statistically equivalent to the reference negative pressure (-80.2 mmHg) (n=46; p=0.002). Low complication rates were observed within 30 days post-surgery. High levels of clinician usability (>90%) and patient satisfaction (95%) were reported. No serious device-related adverse events were reported. Conclusions The study demonstrated the functional performance, favourable safety profile and clinician- and patient-reported satisfaction of this upgraded PICO 7 sN-PWT device across multiple closed surgical wound types. Implications Application of an sNPWT system can lead to improved wound healing outcomes within closed surgical wounds while also demonstrating high levels of clinician and patient satisfaction. [ABSTRACT FROM AUTHOR]

This article contributes to critical discussions questioning the emancipatory potential of entrepreneurship by examining the experiences of men and women entrepreneurs who have recently become employers in South Wales, the United Kingdom. Our research uses a co-creative visual method based in interpretative phenomenological analysis (IPA) to explore transitions from entrepreneur to entrepreneur-employer in everyday contexts. Findings demonstrate how initial emancipatory experiences become increasingly bounded when becoming an entrepreneur-employer. This exposes a Catch-22 of entrepreneuring-as-emancipation as a symptom of neoliberal entrepreneurial discourses that constrain what entrepreneurs are encouraged to do: grow. We find a plurality of particular emancipations, but conclude that within a developed context entrepreneurship, and more specifically, becoming an entrepreneur-employer is a relational step through which perceived constraints become more readily experienced and emancipation never fully realised. [ABSTRACT FROM AUTHOR]