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Physical inactivity has been identified as a leading risk factor for premature mortality globally, and adolescents, in particular, have low physical activity levels. Schools have been identified as a setting to tackle physical inactivity. Economic evidence of school-based physical activity programmes is limited, and the costs of these programmes are not always collected in full. This paper describes a micro-costing and cost-consequence analysis of the ‘Girls Active’ secondary school-based programme as part of a cluster randomised controlled trial (RCT). Micro-costing and cost-consequence analyses were conducted using bespoke cost diaries and questionnaires to collect programme delivery information. Outcomes for the cost-consequence analysis included health-related quality of life measured by the Child Health Utility-9D (CHU-9D), primary care General Practitioner (GP) and school-based (school nurse and school counsellor) service use as part of a cluster RCT of the ‘Girls Active’ programme. Overall, 1,752 secondary pupils were recruited and a complete case sample of 997 participants (Intervention n = 570, Control n = 427) was used for the cost-consequence analysis. The micro-costing analysis demonstrated that, depending upon how the programme was delivered, ‘Girls Active’ costs ranged from £1,054 (£2 per pupil, per school year) to £3,489 (£7 per pupil, per school year). The least costly option was to absorb ‘Girls Active’ strictly within curriculum hours. The analysis demonstrated no effect for the programme for the three main outcomes of interest (health-related quality of life, physical activity and service use).Micro-costing analyses demonstrated the costs of delivering the ‘Girls Active’ programme, addressing a gap in the United Kingdom (UK) literature regarding economic evidence from school-based physical activity programmes. This paper provides recommendations for those gathering cost and service use data in school settings to supplement validated and objective measures, furthering economic research in this field. Trial registration: -ISRCTN, . [ABSTRACT FROM AUTHOR]

• This study estimates the effect of education on trust with a RD design. • Education and trust are positively and significantly correlated. • The OLS estimates may suffer from omitted variable bias. • RD estimates imply the effects of education on trust may be small. • We need to interpret the relationship between education and trust with caution. Although many studies document that education and trust are positively correlated, few studies examine whether this correlation represents a causal effect. This paper fills in the gap with data from the British Social Attitudes Survey. Firstly, using the OLS method, this paper finds that education and the three measures of trust—trust in people, trust in politicians, and trust in government—are all positively and significantly correlated. Secondly, to examine whether this correlation represents a causal effect, this paper exploits exogenous variation in educational attainment induced by the compulsory schooling reform in 1972. The regression discontinuity estimates suggest that the effects of education on the three measures of trust are all small and statistically insignificant. The findings imply that the OLS estimates may suffer from omitted variable bias and the effects of education on trust may be small. [ABSTRACT FROM AUTHOR]

Background: Childhood obesity is a serious public health challenge and schools have been identified as an ideal place to implement prevention interventions. The aim of this study was to measure the cost-effectiveness of a multi-faceted school-based obesity prevention intervention targeting children aged 6–7 years when compared to ‘usual activities’. Methods: A cluster randomised controlled trial in 54 schools across the West Midlands (UK) was conducted. The 12-month intervention aimed to increase physical activity by 30 minutes per day and encourage healthy eating. Costs were captured from a public sector perspective and utility-based health related outcomes measured using the CHU-9D. Multiple imputation using chained equations was used to address missing data. The cost effectiveness was measured at 30 months from baseline using a hierarchical net-benefit regression framework, that controlled for clustering and prespecified covariates. Any uncertainty in the results was characterised using cost-effectiveness acceptability curves. Results: At 30 months, the total adjusted incremental mean cost of the intervention was £155 (95% confidence interval [CI]: £139, £171), and the incremental mean QALYs gained was 0.006 (95% CI: -0.024, 0.036), per child. The incremental cost-effectiveness at 30 months was £26,815 per QALY and using a standard willingness to pay threshold of £30,000 per QALY, there was a 52% chance that the intervention was cost-effective. Conclusions: The cost-effectiveness of the school-based WAVES intervention was subject to substantial uncertainty. We therefore recommend more research to explore obesity prevention within schools as part of a wider systems approach to obesity prevention. Trial registration: This paper uses data collected by the WAVES trial: Controlled trials (registered May 2010). [ABSTRACT FROM AUTHOR]

Background: Centile curves and standard scores are common in epidemiological research. However, standardised norms and centile growth curves for language disorder that reflect the entire UK local school population do not exist. Methods: Scores on six language indices assessing receptive and expressive functioning of children were obtained from the SCALES population survey. Monolingual English speaking participants were aged between five and nine years. Children who attended special schools at study intake, or who were learning English as an additional language were excluded. We constructed language norms using the LMS method of standardisation which allows for skewed measurements. We made use of probability weights that were produced from a two-step logistic model. Distributions of estimated standard scores from an intensively assessed sub-population and from the full population were contrasted to demonstrate the role of weights. Results: Non-overlapping centile curves and standardised scores at each age were obtained for the six language indices. The use of weights was essential at retrieving the target distribution of the scores. An online calculator that estimates standardised scores for the measures was constructed and made freely available. Conclusions: The findings highlight the usefulness and flexibility of the LMS method at dealing with the standardisation of linguistic and educational measures that are sufficiently continuous. The paper adds to the existing literature by providing population norms for a number of language tests that were calculated from the same group of individuals. [ABSTRACT FROM AUTHOR]

It is common knowledge that boys fall behind in school performance, and UK policy makers have addressed this issue in the past decade. In fact, they seem committed to narrowing gender gaps of any kind. This paper asks whether actual progress has been made in reducing the degree to which boys fall behind, and also whether gender differences in subject preference have changed in the period 2001 to 2013. Using an analysis of British secondary-education exam data and a comparison with data from the Programme for International Student Assessment (PISA), it is concluded that no progress has been made: Boys attained fewer top grades in nearly all school subjects. Further, boys and girls continue to choose elective school subjects along traditional interest lines. The problem of boys falling behind is obscured by the finding that grades of all children have risen considerably in this period.However, a comparison of Mathematics and English exam grades with PISA data suggests that this rise is due to grade inflation, not real improvement. The paper closes with recommendations for solutions. [ABSTRACT FROM AUTHOR]

Background: This article reports on a mentoring programme which was implemented in selected Scottish secondary schools with the view to supporting students with school work, transition to further education/higher education, careers, and interpersonal skills. Mentoring students can enhance their academic, social, career and other outcomes. Mentoring relationships, when properly implemented, have been found also to yield positive results for mentors. Purpose: This paper is an investigation into a school-based mentoring programme which was implemented in 6 selected Scottish secondary schools. In so doing, we hope to contribute to an evolving framework for designing and implementing successful school-based mentoring. Sample: The sample for this study included 10 students aged between 16 and 17 years old in the second year of a broader 2-year business/education project, which aimed to promote student uptake of science, technology, engineering and mathematics (STEM) careers after secondary school. There were 11 mentors, who were drawn mainly from the science, health and the education sectors. Design and method: Methodologically, this study was qualitative interpretivist in nature. Data collection involved focus group discussion and individual semi-structured interviews. Results: The findings show mentee and mentor preparation, clarity of expectations, mentee–mentor matching, mentee motivation, appropriateness of meeting spaces and power relations, modes of communication including the use of social media, and the role of schools as essential conditions which influenced the quality of mentoring relationships. Conclusion: The findings suggest that mentoring programmes involving students in school and ‘external’ adult mentors need to consider a range of factors to achieve success when designing and implementing mentoring. This paper raises important issues for example, communication using social media, which have implications for practice in business sector and school partnerships involved in school-based mentoring. [ABSTRACT FROM PUBLISHER]

Communication; cancer; existential; spiritual; religious; general practitioners; vocational training; continuing medical education. Design: The UK Medical Research Council's (MRC) framework for complex intervention research was used as a guide for course development and evaluation and was furthermore used to structure this paper. The development phase included: identification of existing evidence, description of the theoretical framework of the course, designing the intervention and deciding for types of evaluation. In the evaluation phase we measured self-efficacy before and after course participation. To explore further processes of change we conducted individual, semi-structured telephone interviews with participants. Subjects and setting: Twenty practising GPs and residentials in training to become GPs from one Danish region (mean age 49). Results: The development phase resulted in a one-day vocational training/continuing medical education (VT/CME) course including the main elements of knowledge building, self-reflection and communication training. Twenty GPs participated in the testing of the course, nineteen GPs answered questionnaires measuring self-efficacy, and fifteen GPs were interviewed. The mean scores of self-efficacy increased significantly. The qualitative results pointed to positive post course changes such as an increase in the participants' existential self-awareness, an increase in awareness of patients in need of existential communication, and an increase in the participants' confidence in the ability to carry out existential communication. Conclusions: A one-day VT/CME course targeting GPs and including the main elements of knowledge building, self-reflection and communication training showed to make participants more confident about their ability to communicate with patients about existential issues and concerns. [ABSTRACT FROM AUTHOR]

Background: The social determinants of health have a disproportionate impact on mortality in men. A study into the state of health of the male population in Leeds was undertaken to guide public health commissioning decisions. This paper reports on the data relating to the social lives of men.Methods: A cross-sectional study was undertaken, comprising descriptive analysis of data relating to educational attainment, housing, employment (including benefit claimants), marital status and relationships. Data was considered for the whole city and localised at the Middle Super Output Area (MSOA) level and mapped against the Index of Deprivation.Results: Boys' educational attainment was found to be lagging behind girls' from their earliest assessments (Early Years Foundation Stage Profile, 46% vs. 60%, P = 0.00) to GCSEs (53% vs. 63%, P = 0.00), leaving many men with no qualifications. There were 68% more men than women identified as being unemployed, with more men claiming benefits. Men living in social housing are more likely to be housed in high-rise flats. Almost 50% of men aged 16-64 are single, with 2254 lone fathers.Conclusions: There appears to be a lack of sex/gender analysis of current cross city data. In areas of deprivation a complex picture of multiple social problems emerges, with marked gender differences in the social determinants of health, with males seeming to be more negatively affected. There is a need for more focused planning for reaching out and targeting boys and men in the most deprived inner city areas, so that greater efficiency in service delivery can be obtained. [ABSTRACT FROM AUTHOR]

Background: The paper plots some shifts in educational policy between 1988 and 2009 in England that launched the rhetoric of a ‘gender gap’ as a key political and social concern. The rhetoric was fuelled by a rise in the importance of quantification in technologies of accountability and global comparisons of achievement. A focus on boys and attainment emerged, along with new requirements for measuring educational achievement in the context of debates about standards and the growing marketisation of education following the 1988 Educational Reform Act (ERA) in England and Wales. Purpose: Theoretically, the paper explores the effect of ‘gender gap’ rhetoric on pedagogy. The arguments about pedagogy presented here are based on the premise that sex-group is different from gender. Sex-group is a form of labelling and categorising persons as either male or female with reference to a biological classification that focuses on genitalia and reproductive organs. The emergence of ‘gender gap’ rhetoric is investigated within a temporal perspective, through an overview of guidance to teachers about pedagogy published between 1932 and 2007. This temporal lens becomes a heuristic for presenting the main point of the paper, which is that technologies of measurement construct reified representations of the learner. This is used to demonstrate how gender, as a sociocultural and political phenomenon, morphed into sex-group, a biological categorisation, and how this has had unintended effects of pedagogy. Sources of evidence: Analysis of three landmark educational documents focuses on changes in representations of society, the learner and pedagogy. The documents are the Hadow Report (1931), the Plowden Report (1967) and a guidance document for teachers called ‘Confident, Capable and Creative: supporting boys’ achievements’ (Department for Children, Schools and Families 2007,http://www.foundationyears.org.uk/wp-content/uploads/2011/10/Confident_Capable_Boys.pdf). Main argument:Analysis demonstrates the way that technologies of measurement construct reified or ‘ideal’ representations of the learner and how technologies used for measuring sex-group difference have changed across time. Shifts in representations of the learner, from the ‘bone child’ to the ‘gene child’ and eventually to the ‘masculine child’ were detected. These shifts represent a gradual decline in the emphasis on pedagogy as nurture, towards a heightened focus on the supposedly innate characteristics of individuals, in line with neoliberalism. Conclusions:The discussion points to some of the unintended effects on pedagogy and practice that take place when gender becomes sex. If teachers are constantly presented with the message that boys and girls learn differently due to innate genetic make-up, they may assume that whatever pedagogic strategies they employ, these will be ineffective in the face of what some educational consultants tell them are boys’ and girls’ innate genetic features. In effect, teachers are being told that biology controls learning and that social and cultural contexts, and thus their own classroom environments, cannot counter the forces of nature. Some methodological implications of studying gender as opposed to sex-group are discussed. The conclusion advocates a shift back to the study of gender as a historical, sociocultural phenomenon. [ABSTRACT FROM PUBLISHER]

This paper looks at the initiatives by the Associated Booksellers of Great Britain and Ireland between 1920 and 1930 to formalise training for booksellers, reflecting on the current moves to reinstate some kind of bookselling qualification through the partnership of Waterstones with the University of Derby. It uses as primary sources the trade papers of The Publishers' Circular and Booksellers' Record and The Bookseller, both key narrative repositories for histories of this nature. [ABSTRACT FROM AUTHOR]

The design of any robotic system requires input from engineers from a variety of technical fields. This paper describes a project-based module, Biologically-Inspired Robotics, that is offered to Electronics and Computer Science students at the University of Southampton, U.K. The overall objective of the module is for student groups to investigate the interface between robotics and biology and develop a system (either hardware or software) to illustrate biological principles. This paper discusses the details of the implementation and delivery of the module, together with evaluation feedback. A number of the robotic systems developed by project groups are presented in order to illustrate the diversity and quality of the systems that have been developed. [ABSTRACT FROM PUBLISHER]

Purpose |!|#8211; The purpose of this paper is to discuss performance in postgraduate education in Sweden and Scotland. Drawing on two cases, the paper considers three themes: differences in students|!|#39; performance by study mode, differences in students|!|#39; performance by length of study, and finally comparing performance by study mode between modules in Scotland with an entire programme in Sweden. Design/methodology/approach |!|#8211; The empirical setting from Scotland builds on an evaluation of online and on-campus study groups with exactly the same module syllabus. The Swedish setting is also based on an evaluation of distance and on-campus study groups with exactly the same module syllabus. The data compiled in both countries arise from student performance scores and grades. Findings |!|#8211; The results indicate that students in both countries foremost use the virtual learning environment (VLE) as a forum for accessing information, to access asynchronous postings in the forums and access streaming-synchronous online lectures which are also accessed asynchronously in the VLE. The results show that there are no differences between the grades or test scores between campus students with face-to-face education and distance students with electronically (VLE) mediated education. These differences and similarities will form the basis of these reflections in this paper. Research limitations/implications |!|#8211; The study is limited because the examples given are only a few cases and small samples and there is a need to more rigorously investigate different educational programs in different academic disciplines. Originality/value |!|#8211; The paper contributes to quality issues in distance, online and campus education by taking into account, in the first case, different student performance in the same course over a longer period and in the second case, changes over time within the same educational program. [ABSTRACT FROM AUTHOR]

The global community, from UNESCO to NGOs, is committed to promoting the status of women in science, engineering and technology, despite long-held prejudices and the lack of role models. Previously, when equality was not firmly established as a key issue on international or national agendas, women's colleges played a great role in mentoring female scientists. However, now that a concerted effort has been made by governments, the academic community and the private sector to give women equal opportunities, the raison d'être of women's universities seems to have become lost. This paper argues otherwise, by demonstrating that women's universities in Japan became beneficiaries of government initiatives since the early 2000s to reverse the low ratio of women in scientific research. The paper underscores the importance of the reputation of women's universities embedded in their institutional foundations, by explaining how female scientific communities take shape in different national contexts. England, as a primary example of a neoliberal welfare regime, with its strong emphasis on equality and diversity, promoted its gender equality policy under the auspices of the Department of Trade and Industry. By contrast, with a strong emphasis on family values and the male-breadwinner model, the Japanese government carefully treated the goal of supporting female scientists from the perspective of the equal participation of both men and women rather than that of equality. Following this trend, rather contradictorily, women's universities, with their tradition of fostering a 'good wife, wise mother' image, began to be highlighted as potential gender-free institutions that provided role models and mentoring female scientists. By drawing on the cases of England and Japan, this paper demonstrates how the idea of equality can be framed differently, according to wider institutional contexts, and how this idea impacts on gender policies. [ABSTRACT FROM AUTHOR]

In this paper we present the current state of cultural diversity education for undergraduate medical students in three English-speaking countries: the United Kingdom (U.K.), United States (U.S.) and Canada. We review key documents that have shaped cultural diversity education in each country and compare and contrast current issues. It is beyond the scope of this paper to discuss the varied terminology that is immediately evident. Suffice it to say that there are many terms (e.g. cultural awareness, competence, sensitivity, sensibility, diversity and critical cultural diversity) used in different contexts with different meanings. The major issues that all three countries face include a lack of conceptual clarity, and fragmented and variable programs to teach cultural diversity. Faculty and staff support and development, and ambivalence from both staff and students continue to be a challenge. We suggest that greater international collaboration may help provide some solutions. [ABSTRACT FROM AUTHOR]

This paper has two main aims: to present the current position of information literacy education (ILE) in UK-based academic institutions, and to propose a strategy that ensures the integration of ILE in learning and teaching practices. The first part of the paper offers an insight into the perceptions of information literacy by exploring four distinct perspectives: those of the institution, the faculty, the library staff, and the students. From an institutional perspective, information literacy is dominated by the need to measure information skills within the context of information as a discipline in its own right. Also, there is a great deal of misinformation regarding information literacy, and as a result, a clear marketing strategy must be adopted by information professionals to address the misconceptions held by faculty staff and students alike. This article aims to address these points by drawing on recent scholarship and research in the field, which demonstrates the validity of information literacy as a process for fostering independent learning. The second part of the paper explains how a fellowship project has placed information literacy on the pedagogical agenda of the University of Staffordshire in the UK by promoting information literacy education as an integrated element of the curriculum. [ABSTRACT FROM AUTHOR]

This paper traces the origins of the concept of personalisation in public sector services, and applies it to school education. The original conceptualisation stressed the need for ‘deep’ rather than shallow, personalisation, if radical transformation of services were to be achieved. It is argued that as the concept has been disseminated and implemented through policy documents, notably the 2005 White Paper, it has lost its original emphasis on deep personalisation. The focus in this article is particularly upon gifted and talented students whose education provides the best case example of how the theory of personalisation might work in practice. Two examples of the lessons in a sixth form college are used to illustrate the character of personalised pedagogy in practice. The implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]

It is common to find final or near final year undergraduate Information Technology students undertaking a substantial development project; a project where the students have the opportunity to be fully involved in the analysis, design, and development of an information technology service or product. This involvement has been catalyzed and prepared for during their previous studies where the students have been told and shown how to develop similar systems. It is the belief that only through this 'real' project do they get the chance to experience something similar to what is expected of them when they embark on their chosen profession; that is, as an information technology professional. The high value of 'near real life' educational experience is recognized by many universities across the globe. The aim of this paper is to present examples from three countries - Australia, United Kingdom and South Africa, of the delivery of these team, capstone or industrial experience projects; their curricula and management processes. Academics from institutions in each of the countries share experiences, challenges and pitfalls encountered during the delivery of these information technology projects within their institutions. An overview of each institution's strategies is provided and highlights specific issues such as the selection of projects, allocation of teams to projects, legal requirements, assessment methods, challenges and benefits. The pedagogies presented here are not exhaustive; however, the three institutions do have in common the implementation of a combination of constructivism with a community of practice approach in delivering the project unit. The three universities recognize the need for industrial experience and learning of applied skills, and therefore make these projects a compulsory part of the curriculum. The projects tend to be real life business problems which are solved over a period of two semesters, and in the case of Cape Town it could be two consecutive years of two semesters each. These projects tend to involve practical development (for example databases and web sites). The process of project-to-team allocation is generally similar in all cases. Despite their differences, team work related problems are quite similar in all three cases presented, and seem to appear as a result of team work complexity, and the number of stakeholders involved. The intention of this paper is not to propose solutions to these problems (as these would be context dependent), but to draw the attention to the main problem categories for similar schemes, these are; • project selection, • management of students, • management of academic staff, • student team motivation, • equality and diversity, • passengers, and • assessment. Furthermore, it is not the intention of the authors to portray one approach as better than another, however, the approaches are representative of how team projects are being delivered across the globe, and in particular, in the contributing institutions. It is hoped that the assimilation and dissemination of information regarding the various approaches presented will nurture further discussion, and open communication across the globe with the view to enhancing the teaching and learning experience of such projects. [ABSTRACT FROM PUBLISHER]

The ‘independent learner’ is a key construct within discourses of educational policy and practice in the UK. Government policy statements stress the importance of developing learner independence, and higher education pedagogical practices tend to rest on the assumption that students are independent learners. This paper draws on research with undergraduate students in a post-1992 university to offer a critical appraisal of the discourse of the independent learner. The paper examines students’ perceptions of independence in both their first year of undergraduate study, and in the later years of their degree courses. Support for learning and issues related to asking for help are discussed. Whilst students tend to both expect and want to be independent, it is suggested that dominant constructions of the independent learner are gendered and culturally specific, and as such are inappropriate for the majority of students in a mass higher education system. [ABSTRACT FROM AUTHOR]

The Department for Education and Skills currently shows a high regard for the potential of technology transforming the British education system. Government White papers demonstrate e‐learning‐based unification strategies that reinforce the message that introducing Information and Communication Technology (ICT) will raise standards in schools. This paper examines the effect of these developments on teachers and pupils, and questions the government’s motivation for change. The introduction of ICT has not been complemented by increased levels of effective professional development for teaching staff in the pedagogy of ICT across the curriculum and may have merely served to reinforce the generational digital divide. In attempting to enchant the pupils, the government may have alienated the teachers. This paper suggests that the Department for Education and Skills should place more emphasis on developing strategies and providing funding for solutions to gaps in the professional development of teachers in their pedagogical understanding of ICT across the curriculum. [ABSTRACT FROM AUTHOR]

This paper examines claims that recent reforms to UK education have led to significant organisational changes in primary school and higher education. It also examines two main theoretical explanations for these, namely post-Fordism and New Managerialism. Examples of changes in both schools and universities, including flexibility and teamwork, are explored. Up to the mid-1980s, publicly funded educational organisations did display bureaucratic features, including rules, staff hierarchies and complex procedures. However, professionals employed in these organisations retained discretion and autonomy in their work. Since then, the introduction of an audit culture and a greater emphasis on management and regulation of the work of teachers and academics has decreased discretion and autonomy. This paper suggests that theories of New Managerialism offer a more satisfactory explanation of the changes explored than post-Fordism, which has more often been used as a normative model of what contemporary organisations should look like. [ABSTRACT FROM AUTHOR]

This paper draws on research in three English Midlands local education authorities to analyse the changing role of the teacher trade union representative in schools. It focuses on representatives of the largest teachers' union in England and Wales--the National Union of Teachers. The paper draws on mainstream industrial relations literature, and more recent research into school sector industrial relations, to assess how the role of the union representative is changing in an era of autonomous schools. The research indicates that new issues are emerging in schools, and these have the potential to transform the role of the representative. Where representatives can respond to the emergence of these new issues there is the prospect of a new, more participative trade union culture developing in schools. However, it is far from certain that school union representatives will want to assume these increased responsibilities, and this poses a major challenge for the development of teacher trade unionism. [ABSTRACT FROM AUTHOR]

This paper examines the ways in which British Chinese pupils are positioned and represented within the popular/dominant discourse of teachers working in London schools. Drawing on individual interviews from a study conducted with 30 teachers, 80 British Chinese pupils and 30Chinese parents, we explore some of the racialised, gendered and classed assumptions upon which dominant discourses around British Chinese boys and girls are based. Consideration is given, for example, to teachers' dichotomous constructions of British Chinese masculinity, in which British Chinese boys were regarded as 'naturally' 'good' and 'not laddish', compared with a minority of 'bad' British Chinese boys, whose laddishness was attributed to membership of a multiethnic peer group. We also explore teachers' constructions of British Chinese femininity, which centred around remarkably homogenised representations of British Chinese girls as 'passive' and quiet, 'repressed', hard-working pupils. The paper discusses a range of alternative readings that challenge popular monolithic and homogenising accounts of British Chinese masculinity and femininity in order to open up more critical ways of representing and engaging with British Chinese educational 'achievement'. [ABSTRACT FROM AUTHOR]

This paper attempts to develop a more sophisticated notion of multiculturalism in Britain. It starts by examining the philosophical basis of the Crick Report on citizenship education to resolve the theoretical tension between liberal and multicultural approaches to the subject. To achieve this resolution, it compares the Crick Report to the Parekh Report on the Future of Multi Ethnic Britain, published on 11 th October 2000. The Parekh report is then used to critique the Crick report and re-theorise the practical imperatives of multicultural citizenship education. I claim that the Crick report, typical of liberal analyses, is suspicious of departure from the presumption of a unified social structure, and represents citizenship education as the imposition of a uniform standard applied to all groups and peoples. On this basis it is claimed that, although the Crick Report's conception of citizenship fails to adequately take account of cultural difference, it need not do so, as there is room within liberal approaches to citizenship education for a recognition of difference. The paper explains how such a resolution can be effected. [ABSTRACT FROM AUTHOR]

This paper addresses the somewhat neglected topic of envy and its relationship to education and social inequality in Britain. Drawing on the work of Rawls, Runciman and Crosland, the paper proposes a distinction between envy as a vice and ‘justified resentment’ aroused by perceived injustices in the social distribution of primary goods, including education. Various pejorative uses of the term ‘the politics of envy’ in UK politics are examined. The conditions necessary for a politics of justified resentment are then analysed. Current developments in higher education in the UK are discussed with reference to signs of the emergence of new social resentments among the relatively highly educated. Prospects for a wider politics of justified resentment are assessed in relation to a range of emergent policies and priorities of New Labour in government. [ABSTRACT FROM AUTHOR]

In the United Kingdom, the Royal College of Speech and Language Therapists suggests that sociology should be included within the speech and language therapy curriculum. However, in spite of this, sociology is seldom given priority. Although the role of sociology with the curricula of other professions has been discussed, the role of sociology within speech and language therapy has not. Given the contemporary climate of competence-based training, the position of subjects such as sociology is being compromised. This paper sets out three reasons in support of including sociology within speech and language therapy by drawing on the distinction between a ''personal education'' and a ''semantic conjunction'' model of the relationship between theory and professional practice. First, it is argued that sociology makes a valid contribution to an holistic approach to care—which is rapidly becoming the cornerstone of speech and language therapy practice. Second, this paper suggests that the inherent reflexivity within the discipline provides health professionals with an invaluable tool with which to engage in reflexive practice. Finally, it is argued that given the global emphasis on evidence-based practice, the study of sociology and sociological research methods equips therapists to interpret and conduct empirical research. This paper concludes by arguing that sociology should be viewed as an essential component of the speech and language therapy curriculum. [ABSTRACT FROM AUTHOR]

Although not fully established, the National Grid for Learning (NGfL) initiative is already being presented by both government and industry as offering students, teachers and school extensive freedom and autonomy in their day-to-day work. However, this paper argues that the official discursive construction of the NGfL in this way, as a ‘panacea’ to educational problems, obscures vital issues of power and control that may only become apparent once the initiative is fully integrated at the classroom level. Drawing initially on the work of Foucault, and then Poster’s more recent conception of the electronic ‘SuperPanopticon’, this paper re-examines the basis of the NGfL and its role in extending and reinforcing existing power configurations in education. The paper concludes by considering directions for future research into the NGfL, and educational use of the Internet in the light of this analysis. [ABSTRACT FROM AUTHOR]

This paper argues that changes to both further and higher education that are already well underway are clarified by what can be called the model of the Business Studies University (BSU). The BSU elevates undergraduate student choice of equivalent level modular courses to the 'heart of the system' (DBIS, 2011). This is rejected by those few institutions not part of the current competition to cram in funded students; instead, they adhere to traditional academic disciplinary knowledge. As a result, at one pole of a bifurcating hierarchy higher turns into further education, with 'cramming' for academic higher education at the other. [ABSTRACT FROM AUTHOR]

Background: There is a global need to expand palliative care services to reach the increasing number requiring end of life care. In developing countries where the incidences of cancer are rising there is an urgent need to develop the palliative care workforce. This paper reports on a UK Department for international development (DFID) initiative funded through the Tropical Health Education Trust (THET) where palliative care staff, both clinical and academic, volunteered to help to develop, support and deliver a degree in palliative care in sub-Saharan Africa. The objective of the study was to explore the personal impact on the health care professionals of being part of this initiative.Methods: An evaluation approach using a confidential electronic survey containing quantitative and qualitative questions was distributed to all 17 volunteers on the programme, three months after completion of the first cohort. Data were analysed using descriptive statistics and content thematic analysis. Ethical review deemed the study to be service evaluation.Results: 82 % (14) responded and several themes emerged from the data including the positive impact on teaching and educational skills; clinical practice and finally personal development. Using a score of 1-10 (1-no impact, 10 maximum impact) 'Lifestyle choices - life work balance' (rating 7.83) had the most impact.Conclusions: This approach to supporting the development of palliative care in Sub-Saharan Africa through skill sharing in supporting the delivery of a degree programme in palliative care was successful in terms of delivery of the degree programme, material development and mentorship of local staff. Additionally, this study shows it provided a range of positive impacts on the volunteer health care professionals from the UK. Professional impacts including increased management skills, and being better prepared to undertake a senior role. However it is the personal impact including lifestyle choices which the volunteers reported as the highest impact. Interestingly, several of the faculty have joined other volunteer programmes to continue to support the international development of palliative care. [ABSTRACT FROM AUTHOR]

Post-16 providers in the UK now offer a wide range of courses and training in order to respond to the expanded, diversified and 'non-traditional' post-16 market. School leavers are invited to 'choose' from a range of courses and pathways which are being provided in a variety of post-16 educational institutions. These providing institutions are in competition with one another and 'need' the students as their funds are contingent upon successful recruitment (and retention). As a result, many post-16 providers are turning to aspects of marketing in order to publicise their courses and maintain or increase their share of the market. This paper examines two major tactics in the promotion and marketing of post-16 provision--brochures and open days--in relation to issues such as access, targeting, response to 'difference' in the client group/market segment and 'professionalism' of approach. The paper argues that market tactics do semiotic 'work' as class-taste markers. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to estimate whether job applicants who have obtained a BSc in economics from 15 UK universities face different labour market prospects. The author examines whether university entry standards and Russell Group membership affect UK economics applicants’ occupational access and entry-level annual salaries when unobserved heterogeneities, such as ability, motivation, family characteristics and networks, are minimized. Design/methodology/approach – The author evaluate the research question by recording the job search processes of 90 British economics applicants from randomly selected universities. The key elements of the approach are as follows: third-year undergraduate students apply for early career jobs that are relevant to their studies. Applications are closely matched in terms of age, ethnicity, experience and other core characteristics. Differential treatment in the access to vacancies and entry-level annual salaries per university applicant are systematically measured. Findings – By observing as much information as a firm does, the estimations suggest that both entry standards and Russell Group membership positively affect applicants’ labour market prospects. Although the firms cannot evaluate by themselves whether graduates from highly reputable universities are more or less capable and motivated than graduates from less reputable universities, it appears that the university attended affects firms’ recruitment policies. Importantly, valuable variables that capture firms’ and jobs’ heterogeneities, such as occupational variation, regions, workplace size, establishment age, and the existence of trade unions and human resources, are also considered and provide new results. Practical implications – Understanding the impact of entry standards and university reputation on students’ labour market outcomes is critical to understanding the role of human capital and screening strategies. In addition, obtaining accurate estimates of the payoff of attending a university with a high entry threshold and reputation is of great importance not only to the parents of prospective students who foot tuition bills but also to the students themselves. Furthermore, universities will be interested in the patterns estimated by this study, which will allow recent UK economists to evaluate the current employment environment. In addition, universities should be keen to know how their own graduates have fared in the labour market compared with graduates of other universities. Originality/value – In the current study, the author attempt to solve the problem of firms’ seeing more information than econometricians by looking at an outcome that is determined before firms see any unobservable characteristics. In the current study, ability, motivation, family characteristics and networks cannot affect applicants’ access to vacancies and entry-level salaries. The current study can estimate the effect of university enrolment on applicants’ occupational access and entry-level salaries, controlling for unobserved characteristics that would themselves affect subsequent outcomes in the labour market. [ABSTRACT FROM AUTHOR]

Background: Surgical site infections (SSI) account for 16% of healthcare associated infections, and are associated with considerable morbidity, mortality and increased costs of care. Ensuring evidence-based practice to prevent SSI is incorporated across the patient�s surgical journey is complex. OneTogether is a quality improvement collaborative of infection prevention and operating department specialists, formed to support the spread and adoption of best practice to prevent SSI. This paper describes the findings of an expert workshop on infection prevention in operating departments. Methods: A total of 84 delegates from 75 hospitals attended the workshop, comprising 46 (55%) theatre nurses operating department practitioners; 16 (19%) infection control practitioners and 22 (26%) other healthcare practitioners.Discussion focused on evidence, policy implementation and barriers to best practice. Responses were synthesised into a narrative review. Results: Delegates reported significant problems in translating evidence-based guidance into everyday practice, lack of local polices and poor compliance. Major barriers were lack of leadership, poorly defined responsibilities, and lack of knowledge/training. Conclusions: This workshop has provided important insights into major challenges in assuring compliance with best practice in relation to the prevention of SSI. The OneTogether partnership aims to support healthcare practitioners to improve the outcomes of patients undergoing surgery by reducing the risk of SSI. [ABSTRACT FROM AUTHOR]

School violence, defined in a variety of ways, is a common feature of contemporary education systems. While there is little empirical evidence to indicate either a significant increase (or decrease) in the phenomenon, it is accurate to recognise that it is a concern which has been the focus of continued attention by politicians, administrators, teachers and parents in most countries. This paper provides a summary of recent literature on the issue. It scopes in particular the core issues of causation, incidence and impact, resilience and intervention/response strategies; in doing so, it draws upon an ecosystemic model of analysis. [ABSTRACT FROM PUBLISHER]

The primary aim of the study from which this paper derives was to investigate the level of parental involvement in the schooling of their children. The study employed a descriptive case study research design. All data were based on unstructured interviews with the 30 parents whose children attended one of the primary schools located in the London area of England, United Kingdom. The results of the study showed that parents care about their children's education, and want to get involved. However, results also showed that most parents do not always know how to get involved, and some are even intimidated by the operational structures within the school. The study concludes that to effectively involve parents in the affairs of the school, as well as in their children's education, certain strategies must be popularised within the school. It is recommended that parents be made aware of the strategies for their involvement in children's education if such strategies are to be effective. [ABSTRACT FROM AUTHOR]

This paper examines the provision of education for music library staff in the UK and Ireland, focussing on the role played by the IAML UK & Ireland branch in bridging the gap between the training offered by universities and other professional bodies and workplace experience. It provides an overview of training provision within the branch since the formation of the Courses and Education Committee in the early 1990s, summarising developments that have taken place to meet evolving needs and outlining plans for the future. [ABSTRACT FROM AUTHOR]

This paper relates to a unique pioneering British association established in London in 1805, for the 'philosophical, physical and biblical' study of Palestine/the Holy Land. The short-lived Syrian Society/Palestine Association (PA) adopted the model of the African Association, founded by Sir Joseph Banks in 1788 for the promotion of travel and discovery in Africa. The PA was a predecessor of two important British scholarly societies: the Royal Geographical Society (RGS, founded 1830) and the Palestine Exploration Fund (PEF, founded 1865). We first consider the historical, religious and scientific contextual background to the period, following the Napoleonic Wars in the Ottoman Empire and the revival of Christian religious beliefs and biblical criticism in Britain and Europe. Based on primary archival sources not previously studied, we then analyse the declared objectives of the Association, its founders, membership, structure, mode of operation, interrelations with consuls, traders, bankers and organisations (such as the Levant Company, the East India Company and contemporary missionary societies), accomplishments, and possible reasons for its failure. We discuss its closure in 1834, the transfer of its funds to the newly founded RGS, and the later establishment of its 'daughter in spirit', the PEF in 1865. [ABSTRACT FROM AUTHOR]

Purpose – The need to establish more flexible and adaptable university curricula has been recognised as a strategic priority in recent years and has been supported by a number of initiatives including the Curriculum Design and Delivery programme funded by the Joint Information System Committee (JISC) in the UK. The challenges of addressing flexibility of curriculum design are both technical and pedagogical. Manchester Metropolitan University has been developing an integrated, institution-wide virtual learning environment (VLE) since 2006 and this paper seeks to consider the impact of this system. Design/methodology/approach – A case study is used to illustrate how one institution has developed and integrated a curriculum design system. Findings – By adopting a streamlined technology strategy the university can provide learners with personalized and flexible access to the university's resources from the range of different devices and contexts (whether mobile, VLE, or social software) in which learners may find themselves as they engage with their education. Originality/value – A need to establish more flexible and adaptable university curricula is a strategic priority for academic institutions. This case study provides an insight into how one institution is achieving this. [ABSTRACT FROM AUTHOR]

strong negative correlation is often found between schooling and teenage childbearing. The question at the center of this research is whether this correlation represents a causal relation. This paper uses changes in compulsory schooling laws in Great Britain and Northern Ireland to purge schooling estimates of biases resulting from individual-specific error components correlated with education. The results suggest that increased schooling does appear to reduce the incidence of teenage childbearing. Moreover, the results serve to highlight an important change in the impact of schooling on teenage childbearing following the legislation on contraception in the late 1960s. [ABSTRACT FROM AUTHOR]

This paper considers the problem of source code plagiarism by students within the computing disciplines and reports the results of a survey of students in Computing departments in 18 institutions in the U.K. This survey was designed to investigate how well students understand the concept of source code plagiarism and to discover what, if any, specific aspects might cause particular confusion. An analysis of the results was carried out to assess understanding by topic and to discover whether various demographic factors may have an influence on that understanding. Within the survey sample, it appeared that the demographic factors tested did not generally affect students' understanding of source code plagiarism. However, analysis of the data for specific topics revealed that there are several areas of activity where the boundary between acceptable and unacceptable behavior is not clearly understood. These findings have implications for plagiarism education programs. [ABSTRACT FROM AUTHOR]

This paper measures the effects of public expenditures on literacy in early 20th century British India. Using a new dataset and an instrumental variables strategy, I find that public investments in primary education had positive and statistically significant effects on literacy. A 10 percent increase in 1911 per-capita spending or 44 additional primary schools would have translated into a 2.6 percentage point increase in 1921 literacy in the population aged 15-20. The findings, however, differ by gender: the IV estimates on spending are statistically significant only for male literacy. India's historical experience thus suggests that building more schools would not have solved the problem of female illiteracy that continues to persist even today. [ABSTRACT FROM AUTHOR]

India fell further behind the UK in terms of GDP per capita and overall labour productivity between the 1870s and the 1970s, but has been catching-up since. This paper offers a sectoral analysis of these trends. Comparative India/UK labour productivity in agriculture has declined continuously, and agriculture still accounts for around two-thirds of employment in India. Agriculture thus played a key role in India's falling behind and has subsequently slowed down the process of catching up. Although there have been substantial fluctuations in comparative India/UK labour productivity in industry, this sector has exhibited no long run trend. The only sector to exhibit an upward trend in comparative India/UK labour productivity is services. India's recent emergence as a dynamic service-led economy thus appears to have long historical roots. Although India has been characterised by relatively low levels of physical and human capital formation overall, its education provision has historically been unusually skewed towards secondary and tertiary levels. This has provided a limited supply of high productivity workers who have been employed predominantly in services. [ABSTRACT FROM AUTHOR]

WHAT IS ALREADY KNOWN ABOUT THIS SUBJECT • Junior doctors feel poorly prepared by their training in Clinical Pharmacology and Therapeutics and commonly make prescribing errors. • Since 1993 the General Medical Council's guidance on undergraduate medical education ‘Tomorrow's Doctors’ has emphasized the integration of Clinical Pharmacology and Therapeutics teaching within the medical curriculum. • With the publication of a new version of Tomorrow's Doctors in 2009, medical schools will be further revising their Clinical Pharmacology and Therapeutics teaching. WHAT THIS STUDY ADDS • Although we know what the recommendations for undergraduate teaching of Clinical Pharmacology and Therapeutics teaching are, there are no published data describing what is currently happening in UK medical schools. • This paper describes the course structures, volume and range of teaching and assessment of Clinical Pharmacology and Therapeutics in the UK in 2009. • Our data provide a foundation for schools looking to revise the Clinical Pharmacology and Therapeutics Teaching in the light of Tomorrow's Doctors 2009. AIM To describe the current structure, delivery and assessment of Clinical Pharmacology and Therapeutics (CPT) teaching in UK medical schools. METHODS An online questionnaire was distributed to the person with overall responsibility for CPT teaching at all UK medical schools in June 2009. RESULTS Thirty of the 32 UK medical schools responded. 60% of schools have a CPT course although in 72% this was an integrated vertical theme. At 70% of schools pharmacologists have overall responsibility for CPT teaching (clinical 67%, non-clinical 33%); at 20% teaching is run by a non-specialist clinician and at 7% by a pharmacist. Teaching is commonly delivered by NHS clinicians (87%) and clinical pharmacists (80%) using lectures (90%) but additionally 50% of schools use e-Learning and 63% have a student formulary. CPT is assessed throughout the curriculum at many schools through written, practical examinations and course work. 90% of schools have specific CPT content in their written examinations. 90% of respondents believed that their students were ‘fairly’ to ‘well’ prepared for the foundation year but only 37% of schools gather data on the competence of their graduates. CONCLUSIONS CPT teaching in UK medical schools is very diverse. Most schools do not assess the performance of their graduates as prescribers and there is a lack of evidence that many of the teaching approaches employed are suitable for the development of prescribing skills. It is vital that developments in CPT teaching are driven by validated, real-world assessments of the prescribing skills of medical students and newly qualified doctors. [ABSTRACT FROM AUTHOR]

This paper examines understandings of community and safety for Gypsy, Roma and Traveller (GRT) groups in schools in a metropolitan borough. One school in particular was identified as being the ‘Gypsy school’ and was attended by the majority of GRT children in the borough. The school was recognised as a model of ‘good practice’ reflecting its holistic approach towards the GRT community but it was also successful for wider reasons. A picture of the intersection of different communities emerged from interview accounts in which a GRT community with strong local attachments, socially negotiated and maintained, figured very strongly. The GRT community was also identified as sharing racist attitudes towards other non-white immigrants. This article examines children's perspectives of their engagement with the education process and how the strong GRT community played an important part in their understandings of safety and belonging. [ABSTRACT FROM AUTHOR]

This paper builds on earlier work by the author to explore the international dimensions of a study of the changing roles and identities of professional staff in higher education (Whitchurch , ). It further develops the concept of the blended professional, characterising individuals with identities drawn from both professional and academic domains, and examines the institutional spaces, knowledges, relationships and legitimacies that they construct. Comparisons between the United Kingdom, Australia and the United States are used to provide indicators of possible futures for this group of staff, including their positioning in the university community, the challenges they face, and the potentials that they offer to their institutions. [ABSTRACT FROM AUTHOR]

As part of the U.K. contribution to the international Surface Ocean-Lower Atmosphere Study, a series of three related projects-DOGEE, SEASAW, and HiWASE-undertook experimental studies of the processes controlling the physical exchange of gases and sea spray aerosol at the sea surface. The studies share a common goal: to reduce the high degree of uncertainty in current parameterization schemes. The wide variety of measurements made during the studies, which incorporated tracer and surfactant release experiments, included direct eddy correlation fluxes, detailed wave spectra, wind history, photographic retrievals of whitecap fraction, aerosolsize spectra and composition, surfactant concentration, and bubble populations in the ocean mixed layer. Measurements were made during three cruises in the northeast Atlantic on the RRS Discovery during 2006 and 2007; a fourth campaign has been making continuous measurements on the Norwegian weather ship Polarfront since September 2006. This paper provides an overview of the three projects and some of the highlights of the measurement campaigns. [ABSTRACT FROM AUTHOR]

Since its foundation in 1959, the Linguistics Association of Great Britain has established itself as one of the three associations for UK linguistics, alongside the much older Philological Society and its own child, the British Association for Applied Linguistics, though the relations among the associations are not always clear and can be somewhat problematic. The LAGB's main characteristic has always been its annual or twice-yearly conferences with a focus on language structure, but it also has its own journal and has taken a lead in promoting linguistics to funding and educational authorities. The paper outlines these events and how the LAGB's internal organisation has evolved to deal with them, and ends with three choices that face the association in its second half-century. [ABSTRACT FROM AUTHOR]

Abstract: Numerous economic studies have shown a strong positive correlation between health and years of schooling. The question at the centre of this research is whether the correlation between health and education represents a causal relation. This paper uses changes in compulsory schooling laws in the United Kingdom to test this hypothesis. Multiple measures of overall health are used. The results provide evidence of a causal relation running from more schooling to better health which is much larger than standard regression estimates suggest. [Copyright &y& Elsevier]

After the Second World War, education in advanced capitalist societies has been perceived as the main 'saviour' of the meritocratic ideal. In this paper I will investigate some of the implications of the lasting emphasis that has been placed upon education in Britain, in the pursuit of a more just and equal society. Initially, I will present two main strands of thought vis-a-vis meritocracy. I will then show how these different approaches have shaped the pertinent debate. The main line of reasoning will be that the 'meritocracy through education' discourse can potentially conceal inequalities and injustices in contemporary market-driven British society. This contention will be supported by evidence from social mobility research, which clearly indicates that the expansion of educational provision and the increase in educational qualifications of the past 60 years has done little to eliminate social class differences and associated privileges. [ABSTRACT FROM AUTHOR]

The understanding of feminist pasts has been largely ignored in the history of education. This paper suggests that the historical sociology of Olive Banks provides fresh starting points for future research exploring the relationship between the history of social and political movements and a reassessment of contemporary and historical forms of 'radical education.' The article proceeds to use group biography to explore a municipal socialism that has been over-ridden in historical memory by the classic political histories that take the view from Westminster and Whitehall. In so doing it seeks to show the contribution of six educator activists who were participants in the making of a metropolitan political elite emerging from the association between feminism, socialism and the labour and trade union movement. [ABSTRACT FROM AUTHOR]

In recent years there has been a re-appraisal within political science of the characteristics of various kinds of public policy failure. At the same time, the political significance of education has grown in most liberal democracies. The present paper examines public policy in British education since the mid-1970s and asks: What goes wrong in policy-making and when does manageable failure slide into full-scale crisis? Various episodes of policy are explored and set against the theoretical framework developed by Mark Bovens and Paul t'Hart in an attempt to distinguish those policies in recent British education that have been controversial, those that have been manageable failures and those that turned into disabling fiascos. [ABSTRACT FROM AUTHOR]

Debate on teaching in low-income countries has tended to assume an over-simplified conceptualization of pedagogy as either teacher-centred or learner-centred. If theory is to address itself to the complex challenge of improving the quality of teaching within under-resourced education systems then it will have to move beyond this polarized view of pedagogy. This paper applies Basil Bernstein's performance and competence modes to the findings of fieldwork in Tanzania. It thereby arrives at a more nuanced understanding of primary school teachers' classroom practice, which allows for teachers working with a mixed palette of techniques and ideas. Bernstein's pedagogic modes were constructed from his studies of education in Britain. Their application to the Tanzanian setting, however, highlights the limitations of analytical frameworks developed in western contexts. It is argued that appreciation and critique of pedagogy in low-income countries could be deepened through linking with comparative literature that compares across English and non-English-speaking countries. [ABSTRACT FROM AUTHOR]