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In this study we compare the titles of scientific letters and those of research papers published in the field of astrophysics in order to identify the possible differences and/or similarities between both genres in terms of several linguistic and extra-linguistic variables (length, lexical density, number of prepositions, number of compound groups, number of authors and number of countries mentioned in the paper bylines). We also carry out a cross-genre and cross-journal analysis of the referred six variables. Our main findings may be summarized as follows: (1) When compared to research paper titles, scientific letter titles are usually shorter, they have a lower lexical density, they include a higher number of prepositions per number of words and a lower number of compound groups per number of words, although they have more up to 4-word compound groups, i.e. the simplest ones. As a consequence, scientific letter titles include less information, which is also less condensed, than research paper titles. (2) The predominance of compound adjectives over compound nouns in the titles of both genres highlights the scientificity of astrophysical discourse. (3) In general terms, our data show a positive correlation between title length and the number of countries mentioned in the bylines for both genres. The positive correlation between title length and number of authors is only met in the case of research papers. In light of these findings, it may be concluded that scientific letters are a clear example of a timeliness and more "immediate" science, whereas research papers are connected to a more timeless and "elaborate" science. It may also be concluded that two different collaboration scenarios are intertwining on the basis of three separate geographic and linguistic publication contexts (Mainland Europe, The United Kingdom and The United States of North America).

The UK has the highest rate of cannabis use among young people worldwide. Dr. Alan Leshner, Director of the National Institute of Drug Abuse reports, "Every year more than 100,000 people, most of them adolescents, seek treatment for their inability to control their marijuana use." According to the Scottish Drug Misuse Statistics in Scotland 2002, 51% of individuals under 20 years have used cannabis. Cannabis use is not limited to youth; it is also the single-most used illicit drug among adults. Because of their widespread negative impact, illicit drugs have become a focus of the agenda of the English Parliament and there is ongoing debate on how to combat this problem. As the research assistant of Michael Matheson (MSP), the author compiled this report to gather information on cannabis and to assess approaches that would form the most effective cannabis policy. This research explores whether or not the recent change toward decriminalization is adequate, or if it needs further revising.

To improve the storage and transport of clinical specimens for the diagnosis of Neisseria meningitidis (Nm) infections in resource-limited settings, we have evaluated the performance of dried blood spot (DBS) and dried cerebrospinal fluid spot (DCS) assays. DBS and DCS were prepared on filter paper from liquid specimens previously tested for Nm in the United Kingdom. Nm was detected and genogrouped by real-time PCR performed on crude genomic DNA extracted from the DBS (n = 226) and DCS (n = 226) specimens. Targeted whole-genome sequencing was performed on a subset of specimens, DBS (n = 4) and DCS (n = 6). The overall agreement between the analysis of liquid and dried specimens was (94.2%; 95% CI 90.8–96.7) for blood and (96.4%; 95% CI 93.5–98.0) for cerebrospinal fluid. Relative to liquid specimens as the reference, the DBS and DCS assays had sensitivities of (89.1%; 95% CI 82.7–93.8) and (94.2%; 95% CI 88.9–97.5), respectively, and both assays had specificities above 98%. A genogroup was identified by dried specimen analysis for 81.9% of the confirmed meningococcal infections. Near full-length Nm genome sequences (>86%) were obtained for all ten specimens tested which allowed determination of the sequence type, clonal complex, presence of antimicrobial resistance and other meningococcal genotyping. Dried blood and CSF filter spot assays offer a practical alternative to liquid specimens for the molecular and genomic characterisation of invasive meningococcal diseases in low-resource settings. [ABSTRACT FROM AUTHOR]

Introduction: We report an investigation on collaboration practices in research papers published in the most prestigious English-medium astrophysics journals. Method: We propose an evaluation method based on three numerical indicators to study and compare, in absolute terms, three different types of collaboration (international, national and local) and authors' mobility on the basis of co-authorship. Analysis: We analysed 300 randomly selected research papers in three different time periods and used the student's t-test to determine whether the paired two-sample differences observed were statistically significant or not. Results: International collaboration is more common than national and local collaboration. International, national and local authors' mobility and intra-national collaboration do not seriously affect the indicators of the principal levels of collaboration. International collaboration and authors' mobility are more relevant for authors publishing in European journals, whereas national and intra-national collaboration and national mobility are more important for authors publishing in US journals. Conclusions: We explain the observed differences and patterns in terms of the specific scope of each journal and the socio-economic and political situation in both geographic contexts (Europe and the USA). Our study provides a global picture of collaboration practices in astrophysics and its possible application to many other sciences and fields would undoubtedly help bring into focus the really big issues for overall research management and policy.

Background: The COVID-19 pandemic and the UK government's subsequent coronavirus action plan have fundamentally impacted on every aspect of healthcare. One area that is severely affected is ear, nose and throat (ENT)/laryngology where speech and language therapists (SLTs) engage in a diverse range of practice with patients with a range of conditions, including voice disorders, airway problems, and head and neck cancers (HNCs). A large majority of these patients are in high-risk categories, and many specialized clinical practices are vulnerable. In addition, workforce and research issues are challenged in both the immediate context and the future. Aims: To discuss the threats and opportunities from the COVID-19 pandemic for SLTs in ENT/laryngology with specific reference to clinical practice, workforce and research leadership. Methods & Procedures: The relevant sections of the World Health Organisation's (WHO) health systems building blocks framework (2007) were used to structure the study. Expert agreement was determined by an iterative process of multiple-group discussions, the use of all recent relevant policy documentation, and other literature and shared documentation/writing. The final paper was verified and agreed by all authors. Main Contribution: The main threats to ENT/laryngology SLT clinical services include increased patient complexity related to COVID-19 voice and airway problems, delayed HNC diagnosis, reduced access to instrumental procedures and inequitable care provision. The main clinical opportunities include the potential for new modes of service delivery and collaborations, and harnessing SLT expertise in non-instrumental assessment. There are several workforce issues, including redeployment (and impact on current services), training implications and psychological impact on staff. Workforce opportunities exist for service innovation and potential extended ENT/SLT practice roles. Research is threatened by a reduction in immediate funding calls and high competition. Current research is affected by very limited access to participants and the ability to conduct face-to-face and instrumental assessments. However, research opportunities may result in greater collaboration, and changes in service delivery necessitate robust investigation and evaluation. A new national set of research priorities is likely to emerge. Conclusions & Implications: The immediate impact of the pandemic has resulted in major disruption to all aspects of clinical delivery, workforce and research for ENT/laryngology SLT. It is unclear when any of these areas will resume operations and whether permanent changes to clinical practice, professional remits and research priorities will follow. However, significant opportunity exists in the post-COVID era to re-evaluate current practice, embrace opportunities and evaluate new ways of working.

Many students do not engage with reading the scientific literature, which is a core skill in undergraduate students. The learning environment has an important impact upon learning. It was postulated that taking reading out of the formal learning environment might impact upon students' willingness to engage with the literature, and confidence in doing so. A staff-student research partnership initiative funded by Kingston University allowed this hypothesis to be tested. Three Tea Club sessions, informal drop-in reading sessions were offered in a student-owned space within the Students' Union. Refreshments were supplied, aiming for a 'coffee house' feel. Although the numbers of students who engaged with the Tea Club were small, evaluations were positive. In particular students valued the opportunity for peer learning. However the chosen environment was too noisy. Future sessions will be offered within a different, less noisy environment with facilities for refreshments, and will be offered throughout the academic year to facilitate student engagement.

Previous research indicates that imagining contact with someone who is an immigrant can reduce prejudice and promote positive friendship intentions. Much less is known about the optimal ways of effecting imagined contact. The reported research used an experimental design, where the status of a target-child toy puppet (immigrant versus refugee versus control) and the type of imagined contact (2D or 3D figures) was changed. Children aged 4-10 years, were tested for their responses towards immigrants and refugees, before and after a three-minute interactive play session with 2D or 3D toy puppet figures. Children were asked to show in the session how they would 'have a really good time' with the target-child toy puppet. Measures of children's direct contact with immigrants were also taken. The results suggest that 3D figures have a similar positive impact as 2-D figures on friendship intentions following imagined play. It was in the 2D experimental conditions only that children's friendship intentions were more positive with greater anxiety reduction.

Background : The current UK standard for major trauma patients is to record notes in a paper trauma booklet. Through an innovative collaboration between a major trauma centre and a digital transformation industry partner, a TraumaApp was developed. Electronic notes have been shown to have fewer errors, granular data collection and enable time stamped contemporaneous record keeping. Implementation of digital clinical records presents a challenge within the context of trauma multidisciplinary trauma resuscitation. Data can be easily accessible and shared for quality improvement, audit and research purposes. This study compared paper and electronic notes for completeness and for acceptability data following the implementation of the TraumaApp. Methods: Trauma team members who performed scribe function attended training for the newly launched TraumaApp. Two staff members acted as scribe, using either the paper trauma booklet or TraumaApp, and attended major trauma calls. A framework for comparison of paper and electronic notes was created and used for a retrospective review of major trauma patients' notes. Statistical analysis was performed using a two-tailed t-test. Staff using the TraumaApp completed a System Usability Score questionnaire. Results: There was a total of 37 data points for collection per case. The mean numbers collected were paper notes 24.1 of 37 (65.1%) and electronic notes, 25.7 of 37 (69.5%). There was no statistical significance between the completeness of paper and electronic notes. The mean System Usability Score was 68.4. Discussion: Recording accurate patient information during a major trauma call can be challenging and the role of the scribe to accurately record events is critical for immediate and future care. There was no statistically significant difference in completeness of paper and electronic notes, however the mean System Usability Score was 68.4, which is greater than the internationally validated standard of acceptable usability. Conclusion: It is feasible to introduce digital data collection tools enabling accurate record keeping during trauma resuscitation and improve information sharing between clinicians. [ABSTRACT FROM AUTHOR]

Professor Neil Humphrey's paper provides a timely, helpful, and compelling opportunity to reflect on the mental wellbeing of children and young people today, in terms of research, policy, and practice. It offers a means of 'taking stock' of what we do and do not know so far in understanding the intersection between education and mental health. In his paper, Humphrey covers a wide range of key factors which need to be taken into account in addressing the urgent question 'Are the kids alright?' In response to Humphrey's paper, Poppy Nash addresses each of the following six key questions in turn, with particular attention to the first three questions: (1) What do we mean when we talk about mental health?; (2) Are mental health difficulties among children and young people increasing? Is their wellbeing decreasing?; (3) Is there a crisis in child and adolescent mental health?; (4) Why have schools become a central focus in this area?; (5) Is evidence-based practice the answer?; and (6) Is this just the 'child panic' for a new generation? [For "Are the Kids Alright? Examining the Intersection between Education and Mental Health," see EJ1247696.]

Object personification is the attribution of human characteristics to non-human agents. In online forums, autistic individuals commonly report experiencing this phenomenon. Given that approximately half of all autistic individuals experience difficulties identifying their own emotions, the suggestion that object personification may be a feature of autism seems almost paradoxical. Why would a person experience sympathy for objects, when they struggle to understand and verbalise the emotions of other people as well as their own? An online survey was used to assess tendency for personification in 87 autistic and 263 non-autistic adults. Together, our results indicate that object personification occurs commonly among autistic individuals, and perhaps more often (and later in life) than in the general population. Given that in many cases, autistic people report their personification experiences as distressing, it is important to consider the reasons for the increased personification and identify structures for support.

The United Kingdom's (UK's) Research Excellence Framework of 2014 was an expensive high stakes evaluation which had a range of impacts on higher education institutions across the country. One component was an assessment of the quality of research outputs where a major feature was a series of panels organised to read and rate the outputs of their peers. Quality control was strengthened after the Research Assessment Exercise of 2008, but questions still remain about how fair it is to rate all papers on the same scale by raters who may vary in both their reliability and their severity/leniency. This paper takes data from a large department in which 23 senior staff rated the outputs from 42 academics. In total, 710 ratings were recorded. The analyses, using the Rasch model, showed that: a single scale described the data well; most raters were reliable although two were idiosyncratic; there was, however, a noticeable variation in the severity/leniency of the raters, which should be taken into account in the overall assessment. Suggestions for future exercises include a pre-appointment procedure for panel members and statistical adjustments for the severity/leniency of raters.

Anti-neutrophil cytoplasmic antibody (ANCA) associated vasculitis (AAV) is a chronic, relapsing-remitting condition associated with increased morbidity. Previous research has shown patients with AAV report high levels of fatigue, pain, depression and anxiety. Over recent years successful work has been carried out to improve clinical outcomes, resulting in reduced mortality and end stage kidney disease (ESKD). Despite this, little work has been done to better understand the role of the patient within this condition. The prevalence of AAV is increasing and to date, there is a shortage of specific tools that assess and measure key features relating to patient reported outcomes (PROs). This protocol details how we can better understand the lived experiences of those with AAV through the development of a disease specific, patient reported outcome measure (PROM), to be used in clinic practice. This will allow us to recognise and validate PROs and the impact the disease and its treatment has on patients' health related quality of life (HRQoL). In addition, we aim to identify potential differences in PRO's between demographics, organ involvement and treatment subgroups in AAV as well as outcomes relating to the patient experience. Patients from a single centre in the UK will be recruited to take part in the exploratory qualitative study which will include focus groups and semi-structured interviews. The inclusion criteria comprise anyone with a diagnosis of AAV and willing to participate, including those who have active or relapsing disease, those are economically active, unemployed, retired and patients receiving renal replacement therapy. The aim of the project is to identify key issues patients experience in relation to their disease and its management and how these can be better assessed in a new PROM developed for use in the clinic setting. This will enable better delivery of individualised care and inform shared decision making, while also serving as a platform for future research looking at PROs in other glomerulonephritides. [ABSTRACT FROM AUTHOR]

Over the last decade, British universities have become increasingly reliant on an instrumentalist rhetoric to defend the ongoing relevance of research and teaching in the Humanities. This has resulted in a new chapter in the long-running saga concerning the crisis (purported or real) of Modern Languages alongside the study of literature. The very flexibility condemning traditional Modern Languages curricula to the past nevertheless offers new opportunities for literary study when used for the development of new skills. In this article, I employ my experience of a research-led undergraduate project on the UK stage legacy of Federico García Lorca as a case study to suggest ways in which the study of literature and theatre might be revamped. [ABSTRACT FROM AUTHOR]

This article considers how undocumented youth in the UK survive and construct their everyday lives in precarious circumstances. Drawing on multiple in-depth narrative interviews with (n = 7) undocumented youth, I illustrate how these young people focus on the future and engage in purposeful activities as a way of enduring the everyday challenges of living with no papers. I reflect on the relationships, which young people draw on to enable them to endure adversity and rebuild their everyday lives. I conclude that the presence of love and community is critical for young people's survival, safety and wellbeing, and I suggest how practitioners and researchers might make use of these findings. [ABSTRACT FROM AUTHOR]

Plain language summary: Over one‐quarter of women in the UK have a caesarean birth (CB). More than one in 20 of these births occurs near the end of labour, when the cervix is fully dilated (second stage). In these circumstances, and when labour has been prolonged, the baby's head can become lodged deep in the maternal pelvis making it challenging to deliver the baby. During the caesarean birth, difficulty in delivery of the baby's head may result – this emergency is known as impacted fetal head (IFH). These are technically challenging births that pose significant risks to both the woman and baby. Complications for the woman include tears in the womb, serious bleeding and longer hospital stay. Babies are at increased risk of injury including damage to the head and face, lack of oxygen to the brain, nerve damage, and in rare cases, the baby may die from these complications. Maternity staff are increasingly encountering IFH at CB, and reports of associated injuries have risen dramatically in recent years. The latest UK studies suggest that IFH may complicate as many as one in 10 unplanned CBs (1.5% of all births) and that two in 100 babies affected by IFH die or are seriously injured. Moreover, there has been a sharp increase in reports of babies having brain injuries when their birth was complicated by IFH. When an IFH occurs, the maternity team can use different approaches to help deliver the baby's head at CB. These include: an assistant (another obstetrician or midwife) pushing the head up from the vagina; delivering the baby feet first; using a specially designed inflatable balloon device to elevate the baby's head and/or giving the mother a medicine to relax the womb. However, there is currently no consensus for how best to manage these births. This has resulted in a lack of confidence among maternity staff, variable practice and potentially avoidable harm in some circumstances. This paper reviews the current evidence regarding the prediction, prevention and management of IFH at CB, integrating findings from a systematic review commissioned from the National Guideline Alliance. [ABSTRACT FROM AUTHOR]

Background: Harmful Alcohol use is frequent among opioid dependents patients undergoing agonist maintenance treatment. The objective assessment of harmful alcohol use can be done using laboratory measures of serum biomarkers. For community-based patients, there is often a requirement of an alternative method due to lack of onsite laboratory services. The aim of the study was to examine filter paper as a matrix to measure serum biomarkers of harmful alcohol use. Methods: The initial phase involved standardization of the filter-paper-based assay. Conditions were optimised for extraction and estimation of alcohol biomarkers (Aspartate Aminotransferase; AST, Alanine Aminotransferase; ALT, Gamma Glutamyl transferase; GGT and Carbohydrate Deficient Transferrin; CDT) from the filter paper. For clinical validation, serum samples were collected from community clinics. Biomarker levels obtained from both the methods were correlated using linear regression analysis. Limits of agreement between the two methods was estimated using the Intraclass Correlation Coefficient (ICC). Results: The extraction of enzymes (AST, ALT and GGT) from filter paper was carried out using the substrate buffer available with the reagent kit (Randox, UK). CDT was readily extracted from filter paper using deionised water. Serum biomarker levels measured from samples collected from community clinics correlated well with filter paper extracted levels (ICC 0.97-0.99). More than 90% of alcohol biomarker levels were recovered from the filter paper matrix using this method. Conclusion: Filter paper has the potential to be used as a matrix to objectively measure alcohol biomarkers among opioid-dependent patients from community settings lacking onsite laboratory facilities. [ABSTRACT FROM AUTHOR]

The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students' attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability.

It is well documented in both the British press and mathematics education literature that many consider A-levels (qualifications for secondary school leavers in England, Wales and Northern Ireland) to be insufficient preparation for undergraduate mathematics study in the UK. A-level Mathematics and Further Mathematics are not solely intended for those wishing to go on to study undergraduate mathematics, though this is often the only mathematics study and preparation available to, and done by, most students. A number of British universities now require applicants to perform well on entrance examinations or "extension" papers in addition to achieving certain grades in A-level Mathematics and, sometimes, Further Mathematics. This article outlines research which used the Mathematical Assessment Task Hierarchy (Smith et al., 1996) and builds upon the work of Darlington (2014) to describe the mathematical skills required to answer the questions in extension papers. These are then contrasted with skills required at A- and undergraduate level. Each of the three extension papers analysed (Advanced Extension Awards, Sixth Term Examination Papers and university admissions tests) were found to differ from each other, as well as from A-level and undergraduate examinations. This suggests that there are benefits for students doing such papers before university mathematics study. The advantages of doing these papers are not only for admissions tutors, who can use them as additional indicators of candidates' aptitudes, but also for the students themselves as they gain insights into the nature of undergraduate mathematics and related further mathematical challenges.

The papers of Francis Walsingham, being the first batch of secretarial documents deposited in the State Paper Office, initiated the whole business of archiving English State Papers and illustrated how the early State Papers were dispersed into private collections. This article aims to present the formation of the Tudor State Papers by explaining Walsingham’s secretarial procedures in registering, deciphering, summarizing, duplicating, categorizing, and depositing documents. More significantly, the dispersing routes of Walsingham’s papers after his death in 1590 will be reconstructed by tracing backwards from their present distribution. This fragmentation arose chiefly from four causes: retention by Walsingham’s servants either for their immediate keeping or for new patronage; the “public-only” selection policy; theft by Jacobean antiquarians; and various transfers via loan, marriage, sale, inheritance, or bestowal. The formation and dispersal of Tudor State Papers reveals the “invasion” of Elizabethan espionage network, state information system, and government administration by ministerial clienteles. [ABSTRACT FROM AUTHOR]

The ability to use the research literature within a given field is a basic skill that students should acquire as part of their higher education studies. However, undergraduates need support in developing this skill. The use of concept maps as an aid to interrogating the literature is described here. This may help students to highlight key issues raised within a research paper, and may be used to demonstrate understanding to their tutors. An example is given by reference to the paper in which James Watson and Francis Crick suggest a structure for DNA. In this, annotated concept maps are used to highlight key issues from the paper from two perspectives: the race to describe the structure of DNA, and the biochemistry of the molecule. (Contains 2 figures and 1 footnote.)

The article presents the discussion on claims about the nutritional and health benefits of foods and drinks Position Paper emphasises the learnings gaining through the implementation of the European Food Safety Authority evidence‐based process for assessment of proposed claims; and main audience for the Academy's work is the nutrition science community/profession and its stakeholders.

This small-scale pilot study aimed to establish how the mode of response in an examination affects candidates' performances on items that require an extended answer. The sample comprised 46 17-year-old students from two classes (one in a state secondary school and one in a state sixth-form college), who sat a mock A-level English Literature examination. The analysis compared writing produced on screen and on paper to try to uncover any systematic differences between the two modes of delivery. The study considered the linguistic features of the texts produced in each mode, the marks achieved and the views of the participants regarding the use of computers in essay-based examinations. The study found that the response mode had a small effect on the length of essay produced, in that students using a computer wrote more, and on the type of language used, in that students writing on paper used denser but less varied language. There was very little effect on the marks achieved. Participants expressed a variety of concerns about computer-based examinations, such as noisy keyboards, assessment of spelling, and unfairness towards those who are less comfortable with the technology.

This article deconstructs the language of the 2010 UK Coalition Government's White Paper, "The Importance of Teaching". It uses analytical frameworks related to rhetoric established by Aristotle and Cicero. It explores the mechanisms of language using both critical discourse analysis and content analysis, offering quantitative data on the content of the paper and qualitative data on the literary strategies employed. It is concerned not only with how what is communicated persuades but also the ethics of persuasion; what is suggested and to what end. The article suggests a mutually reinforcing relationship between poverty of language and poverty of thought. The Coalition Government asserts an heroic stance to act radically to free victimised teachers from the burdens of bureaucracy imposed by the previous government. However, rather than radical action to make change, the findings suggest that the White Paper presents an illusory carapace of change that conceals fundamental continuity. It reassures all of the commitment of government and audiences to change while sustaining education as fundamentally unchanged.

Background: Novel survey methods are needed to tackle declining response rates. The 2020 National Maternity Survey included a randomised controlled trial (RCT) and social media survey to compare different combinations of sampling and data collection methods with respect to: response rate, respondent representativeness, prevalence estimates of maternity indicators and cost. Methods: A two-armed parallel RCT and concurrent social media survey were conducted. Women in the RCT were sampled from ONS birth registrations and randomised to either a paper or push-to-web survey. Women in the social media survey self-selected through online adverts. The primary outcome was response rate in the paper and push-to-web surveys. In all surveys, respondent representativeness was assessed by comparing distributions of sociodemographic characteristics in respondents with those of the target population. External validity of prevalence estimates of maternity indicators was assessed by comparing weighted survey estimates with estimates from national routine data. Cost was also compared across surveys. Results: The response rate was higher in the paper survey (n = 2,446) compared to the push-to-web survey (n = 2,165)(30.6% versus 27.1%, difference = 3.5%, 95%CI = 2.1–4.9, p < 0.0001). Compared to the target population, respondents in all surveys were less likely to be aged < 25 years, of Black or Minority ethnicity, born outside the UK, living in disadvantaged areas, living without a partner and primiparous. Women in the social media survey (n = 1,316) were less representative of the target population compared to women in the paper and push-to-web surveys. For some maternity indicators, weighted survey estimates were close to estimates from routine data, for other indicators there were discrepancies; no survey demonstrated consistently higher external validity than the other two surveys. Compared to the paper survey, the cost saving per respondent was £5.45 for the push-to-web survey and £22.42 for the social media survey. Conclusions: Push-to-web surveys may cost less than paper surveys but do not necessarily result in higher response rates. Social media surveys cost significantly less than paper and push-to-web surveys, but sample size may be limited by eligibility criteria and recruitment window and respondents may be less representative of the target population. However, reduced representativeness does not necessarily introduce more bias in weighted survey estimates. [ABSTRACT FROM AUTHOR]

Embedding employability in higher education is a key Teaching Excellence Framework requirement, and psychology departments across the UK recognise that this is indeed important for students' employability prospects. The Final Year Research Project is the most important independent piece of work that psychology undergraduate students undertake, contributing considerably to the overall degree classification. Therefore, it can provide a fertile ground for embedding employability and allows for innovation in teaching and supervision of projects. Yet, based on our extensive Final Year Research Project supervision and coordination experience, this opportunity tends to be overlooked by psychology departments, project coordinators and supervisors; often resulting in projects being given insufficient attention in students' job and further study applications and interviews. In this practice exchange paper, we first detail how employability is built into Years One and Two of our undergraduate degree, before outlining how it is integrated in Year Three within Final Year Research Projects. We then describe and discuss several initiatives that we developed and implemented to embed employability in Final Year Research Projects. We developed the 3R approach to helping students Recognise and Reflect on their skill development and Relate them to the next step in their career. [ABSTRACT FROM AUTHOR]

As UK cities and towns become increasingly ethnically and culturally diverse, researchers have tuned into how people inhabit multiculturalism. Ethnographic approaches have focused on the kind of togetherness that people generate as they go about their everyday lives, observing the affective textures of interactions and happenings of the here and now in granular detail. Missing from these accounts is what crowdsourced data might add to understandings of how multicultural places are experienced. What is vital about this kind of data is that it is 'big', involving a diversity of voices similarly intent on messaging their experiences, presenting opportunities to scale up the affect of encounters and to quantify what is difficult to qualify. This paper brings Digital Geographies into conversation with research on everyday multiculturalism to examine qualitatively and quantitatively how social media use folds into and expresses various practices of sociality and connection. Our paper involves Twitter, Nando's and the city of Leicester in the UK to challenge and advance ways of understanding everyday multiculturalism in an era of global migration and ethnically complex populations. [ABSTRACT FROM AUTHOR]

The present study is aimed toward examining the attention received by research papers through social and electronic media in business research. In recent years, altmetrics has emerged as a complementary measure of the impact of research works besides citation analysis and bibliometrics. Using the altmetric attention score (AAS) the paper is the first research of its kind to shed light on the characteristics of 100 papers receiving the highest online attention. Various predictors of online engagement with articles in business research journals having an impact factor greater than 6 are discussed. Data was collected from the Dimensions.ai database and analyzed using R statistical software. It is found that the Journal of Business Ethics contributed maximum papers with the highest AAS followed by the Journal of Business Research. Using the Kruskal-Wallis rank-sum test it was determined that AAS in business research is dependent upon article type, topics, and journal of publication. Most of the papers in high impact factor business journals have been contributed by the authors of USA, UK and China. [ABSTRACT FROM AUTHOR]

This research set out to compare the quality, length and nature of (1) exam responses in combined question and answer booklets, with (2) responses in separate answer booklets in order to inform choices about response format. Combined booklets are thought to support candidates by giving more information on what is expected of them. Anecdotal evidence suggests that the use of combined booklets may encourage students to attempt an answer rather than write nothing. However, candidates may be wasting time if they write more in order to fill the space but this extra response is not worth extra credit. Questions from a geography AS-level past paper were arranged to form two subtests. Over 400 students each attempted one part of the test in a combined paper and one part in a separate booklet. Six students were interviewed after taking the test. Four examiners marked the scripts and completed coding sheets to record the length of responses and which of a number of options about the nature of the responses applied (e.g. Not enough depth, Evidence of 'gap-filling'/irrelevance). On both parts of the test, the mean total scores were found to be significantly higher with the combined paper than the separate booklet. The combined format often prompted longer answers and for most items elicited many more full-length answers. The combined format tended to encourage students to show their depth of knowledge and understanding, elicit fewer incidences of irrelevance (or gap-filling), reduce the frequency of good answers that were not concise and increase the occurrence of full, concise responses. The combined format gave students better information on what was needed and encouraged them to show their knowledge, understanding and skills more fully. This confirms the view that this format is preferable for exam papers requiring short to medium-length responses. (Contains 2 endnotes and 7 figures.)

In Ireland and the UK it is accepted practice that agencies with formal responsibility for delivering school examinations allow examination candidates, and in many cases their teachers, to see their examination papers once they have been marked. Returned papers can carry various pieces of information; as well as the total score given for a performance, additional information is included in the form of the annotations left on the examination paper by the marking examiner. As far as we know there has been no research into how this information affects those who come into contact with it. The study uses teacher interview and survey data to explore whether a sociocultural approach to analysis can illuminate the factors that might influence their interpretation of those annotations. These analyses suggest that a key influence on the valid interpretation of an examiner's annotations is a teachers' involvement in examining activity. The analyses support further conceptualisation that these teacher-examiners' interpretative capacity is related to their positioning in a boundary zone between two different activity systems. (Contains 3 figures, 4 tables and 4 notes.)

Where a student can benefit from having an examination paper presented aurally, the traditional method is to provide a reader. This can be socially uncomfortable for students, and offers of readers are frequently declined. A trial is reported in which examinations were presented on an Apple iPod. This is a medium with which many students are comfortable, which facilitates easy exploration of the examination paper and repetitive listening and which is both socially acceptable and practical in a normal examination room. The findings indicate that it removes one of the significant barriers to greater take-up of aural presentation.

There is an increasing sensitivity to the challenges posed by the language of examination papers and of instruction in scientific subjects, especially for non-native speakers of English. It has been observed that in addition to technical subject-specific vocabulary, non-technical words such as instructional verbs have been sources of difficulty, and there are indications that other "ordinary" English words cause problems. For many years the aerospace industry has striven to make its manuals understandable and unambiguous to non-native speakers, a goal shared by writers of examination papers. To achieve this, the industry uses Simplified English, a controlled language with limited vocabulary and restricted grammatical rules. While recognising the limitations of this approach, the authors considered that by testing examination papers against the rules of Simplified English, it might be possible to identify areas of potential difficulty for non-native speakers. This paper describes the results of a study which tests past examination questions using software based on AECMA Simplified English, the controlled language in established use in the British aerospace industry. The results identified many lexical items which were not in the original list of "Approved words". Some of these were technical words and others were non-technical terms which are in common use in an engineering context. However, some were potential problem sources, including implicit instructions and vague or ambiguous words. Software alerts that related to sentence structure, in particular those related to sentence complexity, indicated that some sentences had additional problems. (Contains 1 note.)

Mending tears in translucent papers is a challenging task that requires mending materials with specific mechanical and optical properties. Recently, translucent films from microfibrillated cellulose have been suggested as an attractive alternative to traditional repair materials. We prepared custom films from a commercial microfibrillated cellulose suspension and compared their mechanical and optical properties as mending supports with commercially manufactured microfibrillated cellulose films and Japanese tissue. Tear mending of modern and historic translucent paper samples using the custom-made films and Klucel G or isinglass as adhesives showed satisfactory strength and resilience, and accelerated ageing tests yielded acceptable visual results. A case study on a translucent paper document from the collection of The National Archives, UK, is detailed. We conclude that custom-made tear mending materials from commercially available microfibrillated cellulose suspensions present a cost-effective and attractive approach for the mending of translucent papers. [ABSTRACT FROM AUTHOR]

This article details an investigation into the onscreen marking (OSM) of Liberal Studies (LS) in Hong Kong--where paper-based marking (PBM) of public examinations is being phased out and wholly superseded by OSM. The study involved 14 markers who had previously rated Liberal Studies scripts on screen in the 2009 Hong Kong Advanced Level examination. In the study, the 14 markers re-marked, on paper, a number of the scripts they had marked on screen in the 2009 examination. Using multi-faceted Rasch analysis, a five-faceted design was employed, modeling markers, test takers, input questions, rating scales, and the marking medium. Results showed that all factors generally exhibited good data fit. With the major facet for investigation being the method of marking, logit values centred at zero emerged. The hypothesis that the method of marking does not intrude on scores awarded to test takers when scripts are marked on screen or on paper was therefore accepted. Since all public examinations in Hong Kong will be marked solely on screen in 2012, it is vital for professional and public confidence that the scores returned from the OSM marking system can be considered as reliable as those obtained from paper-based marking. Results from the current study suggest that this is so. Given that many countries and jurisdictions globally are considering the implementation of OSM technology--albeit not in the all-embracing manner of Hong Kong--the current study provides further validation for the worldwide adoption of such technology. (Contains 3 footnotes, 6 tables, and 1 figure.)

This article looks at the Coalition Government's recent White Paper and Education Bill whose chief effect will be to further destabilise the schools system in the United Kingdom. The new Bill stipulates that if a new school is needed in an area, proposals for an Academy or a Free School must be prioritised before any other bid can be considered. The Bill facilitates large transfers of land to the new schools, a process over which there will be no local control. The 2010 White Paper announced that the Government would "create a new network of Teaching Schools, on the model of Teaching Hospitals", thereby "giving outstanding schools the role of leading the training and professional development of teachers and headteachers".

The authors classified citations included in papers presented at 10 International Society for Music Education (ISME) biennial International Research Commission Seminars across an 18-year period (1988-2006) based on the six world regions as specified by the ISME Research Commission. Citations (N = 4,535) were examined from 238 papers presented at the 12th through 21st seminars. There were 2,250 citations from 407 journals, the most prevalent sources. Twenty-eight papers from this sample were multinational in nature, with 79% (n = 22) of these by U.S. researchers as either sole or senior authors. The main result of this study is that the researchers from around the world who were presenters at these seminars primarily cited sources within their own geographical regions. Additionally, the "Journal of Research in Music Education" was by far the most referenced journal throughout the entire sample. (Contains 2 tables.)

The coronavirus (COVID-19) pandemic disrupted all surgical specialties significantly and exerted additional pressures on the overburdened United Kingdom (UK) National Health Service. Healthcare professionals in the UK have had to adapt their practice. In particular, surgeons have faced organisational and technical challenges treating patients who carried higher risks, were more urgent and could not wait for prehabilitation or optimisation before their intervention. Furthermore, there were implications for blood transfusion with uncertain patterns of demand, reductions in donations and loss of crucial staff because of sickness and public health restrictions. Previous guidelines have attempted to address the control of bleeding and its consequences after cardiothoracic surgery, but there have been no targeted recommendations in light of the recent COVID-19 challenges. In this context, and with a focus on the perioperative period, an expert multidisciplinary Task Force reviewed the impact of bleeding in cardiothoracic surgery, explored different aspects of patient blood management with a focus on the use of haemostats as adjuncts to conventional surgical techniques and proposed best practice recommendations in the UK. [ABSTRACT FROM AUTHOR]

Background The Medical Certificate of Stillbirth (MCS) records data about a baby's death after 24 weeks of gestation but before birth. Major errors that could alter interpretation of the MCS were widespread in two UK-based regional studies. Methods A multicentre evaluation was conducted, examining MCS issued 1 January 2018 to 31 December 2018 in 76 UK obstetric units. A systematic case-note review of stillbirths was conducted by Obstetric and Gynaecology trainees, generating individual 'ideal MCSs' and comparing these to the actual MCS issued. Anonymized central data analysis described rates and types of error, agreement and factors associated with major errors. Results There were 1120 MCSs suitable for assessment, with 126 additional submitted data sets unsuitable for accuracy analysis (total 1246 cases). Gestational age demonstrated 'substantial' agreement [K = 0.73 (95% CI 0.70–0.76)]. Primary cause of death (COD) showed 'fair' agreement [K = 0.26 (95% CI 0.24–0.29)]. Major errors [696/1120; 62.1% (95% CI 59.3–64.9%)] included certificates issued for fetal demise at <24 weeks' gestation [23/696; 3.3% (95% CI 2.2–4.9%)] or neonatal death [2/696; 0.3% (95% CI 0.1–1.1%)] or incorrect primary COD [667/696; 95.8% (95% CI 94.1–97.1%)]. Of 540/1246 [43.3% (95% CI 40.6–46.1%)] 'unexplained' stillbirths, only 119/540 [22.0% (95% CI 18.8–25.7%)] remained unexplained; the majority were redesignated as either fetal growth restriction [FGR: 195/540; 36.1% (95% CI 32.2–40.3%)] or placental insufficiency [184/540; 34.1% (95% CI 30.2–38.2)]. Overall, FGR [306/1246; 24.6% (95% CI 22.3–27.0%)] was the leading primary COD after review, yet only 53/306 [17.3% (95% CI 13.5–22.1%)] FGR cases were originally attributed correctly. Conclusion This study demonstrates widespread major errors in MCS completion across the UK. MCS should only be completed following structured case-note review, with particular attention on the fetal growth trajectory. [ABSTRACT FROM AUTHOR]

Discusses human-computer interfaces in business settings and describes the concept of electronic paper (EP), a flat display board that is written on with a stylus, as an alternative to the traditional keyboard. Applications of EP are described; enabling technologies are explained; and commercial systems are described. (26 references) (LRW)

This paper concerns "The Little Red Schoolbook," an English translation of the Danish book "Den lille rode bog fur skoleelever." After the book's publication in the UK, opponents were successful in pressing for its publisher's prosecution. The ensuing trial led to its withdrawal and its bowdlerisation. It is argued that the work played some part in changing social and sexual mores and sex education practice in the UK, being, in effect, the Urtext of the "harm reduction approach". (Contains 7 notes.)

Plain language summary: Increasingly, births around the world are started artificially using medications or other methods. This process is known as induction of labour. As it becomes more common, methods are needed to meet the different clinical needs and birth preferences of women. Induction of labour typically includes a combination of the medication dinoprostone inserted into the vagina, artificial rupture of membranes ('releasing the waters'), and synthetic oxytocin (hormone given via a drip). This paper reviews some of the methods less commonly used for induction in the UK, namely a drug called misoprostol, which can be given orally or vaginally, and 'mechanical' methods, where labour is started by stretching the cervix (neck of the womb), most commonly with a soft silicone tube with a balloon near the tip, filled with water. Low‐dose oral misoprostol tablets are now commercially available in the UK. Other methods for labour induction are not reviewed in detail in this paper. The evidence suggests mechanical induction of labour (using a balloon catheter) and misoprostol are both at least as safe and effective as using the standard drug, dinoprostone. There is evidence to suggest a balloon catheter may reduce the chance of serious negative outcomes for babies when compared with dinoprostone, and that giving low‐dose oral misoprostol results in fewer caesarean births. Where possible and after informed consent, the method of induction of labour should be personalised to suit the individual woman, her clinical condition, and the setting in which she is giving birth. Local contexts and resources also need to be taken into account. To date, research into women's perspectives and experiences of induction of labour have been significantly lacking. [ABSTRACT FROM AUTHOR]

This article argues that the proposals in the 2005 White Paper can be largely explained by a New Labour emphasis on "meritocracy" merging with a right-wing belief in education as a means of creating an hierarchical society.

In this article, the author argues that the provisions in the White Paper and the Education and Inspections Bill mean the end of a coherent system of state education, locally administered. The education proposals are clearly part of the Government's ongoing transformation of the public sector. It is argued that the Government's education agenda is all about selection, segregation, fragmentation and privatisation.

Fair access and widening participation currently occupy a prominent position in the UK higher education agenda, but these terms remain ambiguous. This paper identifies two prominent strands of policy in the government's approach to access and the widening of participation and contrast these with a third, more progressive perspective. The academic strand seeks to attract "gifted and talented" young people into an unreformed higher education system. The second strand, which is termed the utilitarian approach, posits a need for reform. However, this is undertaken largely to meet the requirements of employers and the economy. In contrast, a transformative approach values diversity and focuses on creating a system of higher education that does not place the burden of change upon potential entrants. This framework is used to explore some of the implications of the government's White Paper "The future of higher education". First, the purpose of higher education is discussed, with particular reference to the distinction between economic and social objectives. Second, the government's view of the structure of the higher education sector is examined, by scrutinizing the notion of institutional differentiation and the role of the access regulator. It concludes that within a more differentiated higher education sector different aspects of the access discourse will become dominant in different types of institutions.

Latent fingerprint deposits on thermal paper sourced from the U.S., China, the U.K., and Australia have been visualized by heating. U.S. and Chinese sourced paper produced two distinct types of fingerprint development. In one type (type 1), the paper dye colors where the deposit is present (as previously reported) and in the other type (type 2) the 'inverse' of this gives paper coloring only in areas not coincident with the deposit. Both development types gave identifiable fingerprints, the majority fading within 24 h of heating. Fingerprint development from U.K. and Australian sourced paper was exclusively type 1 and resistant to fading. Temperatures for fingerprint visualization were higher for U.S. paper (64-71°C) and Chinese paper (75-95°C) than for U.K. and Australian sourced paper (43-50°C). Particularly for Chinese sourced paper, these temperatures were within a few degrees of the normal paper color temperature. A mechanism for type 2 fingerprint development is proposed. [ABSTRACT FROM AUTHOR]

Presents a study that compared examiners' judgments of the grade-worthiness of candidates' A-level examination work at question paper level and at subject level. Suggests that examiners may have compensated to some extent for the different aspects of the subject tested in different question papers when they made holistic judgments. (CMK)

Initial Teacher Education (ITE) for the post-compulsory sector (PCE) in the UK is currently under review. Despite earlier plans to substantially increase the use of technology in ITE the Lifelong Learning UK (LLUK) consultation findings recommend that "we will expect that teachers do develop their skills in this area to a limited extent on a mandatory basis" (LLUK, 2011b:12). This is a disappointing departure as other commissioned work such as that from the Learning and Skills Improvement Service (LSIS) (2009: 8) review of workforce development identified that this area was in need of continuous updating. This article will consider the need more than ever before to explore what Barnett identifies (2007: 1) as the links between teaching and learning in higher education and "pedagogic bungee jumping" with the development of cultures supportive to experimental technology use in ITE focusing upon a group of teacher educators in a West Midlands ITE Partnership (higher education institute (HEI) and partner colleges).