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Internationally, research comparing education systems across countries and jurisdictions is valuable and can elicit nuanced insights into how particular systems operate. This paper's interest lies in considering the scope and content of research comparing education systems across the four UK nations (England, Northern Ireland, Scotland and Wales). This study sought to determine the coverage of UK cross-national comparative education research ('home international' research) between 2000 and 2022. We chose this time period as 1999 marks the devolution of education policy to each UK nation. We aimed to investigate what educational issues had been discussed in the literature and identify any gaps in the content covered by the research. An exploratory, high-level review of 'home international' education research was conducted, based on the review of abstracts. We searched several research databases using a variety of keyword combinations to identify relevant literature published since 2000. Our search identified 53 studies that met our selection criteria. Using a meta-synthesis approach, we coded the content of each abstract to build a picture of the range and thematic coverage of research involving comparisons between at least two of the four UK nations. The analysis of abstracts identified that, over the last two decades, UK 'home international' research has tended to include comparisons of all four nations, coverage of multiple educational phases and a focus on national education policy reviews. Furthermore, we pinpointed a number of gaps in coverage that might not have been anticipated (e.g. relatively little cross-national research focusing on assessment). This high-level review uncovers the landscape of recent 'home international' research, allowing us to view issues that are driving the cross-national research agenda in the UK and recognise implications relevant to education systems that may resonate with jurisdictions beyond these four UK nations. [ABSTRACT FROM AUTHOR]

The article focuses on the papers of the 19th-century British art connoisseur and curator George Scharf. The author notes that the papers, which are housed at the National Portrait Gallery in London, England, represent a remarkable repository of unpublished information regarding hundreds of old master paintings. Particular focus is paid to a series of papers relating to the art collections of the industrialist Abraham Darby IV and the art dealer John Watkins Brett. The paintings, which toured the U.S. in the 1830s, are related to early efforts to establish the first American national gallery. In addition, the author comments on the display of the paintings at the "Art Treasures of the United Kingdom" exhibition held in Manchester, England in 1857.

The November 1997 White Paper (WP) Eliminating world poverty: a challenge for the 21st century is only the third ever substantive WP on Britain's aid policy. It offers a focus on poverty, emphasises partnerships for sustainable development and ranges over far wider issues than just aid. It makes some significant departures from previous White Papers by Labour governments, partly reflecting a changed Labour Party but also following an evolution that is taking place in international development cooperation more generally. The 1997 White Paper also displays some continuities with the past, however. Policy effectiveness will depend inter alia on circumstances external to the UK and on the Department for International Development's political effectiveness in central government. The low profile of international development in political studies in the UK could also improve if proposals to increase public awareness of global interdependence take effect. [ABSTRACT FROM AUTHOR]

Purpose: This paper presents qualitative research findings from the evaluation of a Parkinson's Dance well-being venture in the UK. Methods: Qualitative data was gathered to see how bespoke dancing sessions helped people with Parkinson's (PwP) to manage their conditions and improve their lives and prospects. Principles of a participatory approach were incorporated and methods included semi-structured interviewing, researchers participant observation and an elicitation-based activity. Nineteen PwP, six carers, four dance artists and seven helpers participated in the study. Results: Participating in Parkinson's Dance sessions meant that PwP could experience the possibilities to dance, develop a "can do" attitude, experience fun, enjoyment, social connection, exercise, movement to music, improvement and/or maintenance of their balance, suppleness, coordination and confidence with movement, symptoms being pushed back and ability to learn new things. Conclusions: Our findings add to the evidence-base about the benefits of dance for people experiencing Parkinson's and through novel application of the Life-world based well-being framework of K. T. Galvin and Todres (2011) we propose a theoretical basis for Parkinson's Dance as a resource for well-being. There is scope to consider application of the well-being framework to other arts activities and as the basis of an arts and well-being evaluation tool. [ABSTRACT FROM AUTHOR]

Widespread adoption of Building Information Modeling (BIM) is firmly on policy agenda in several countries. Despite emphasis on governments' ambitions for industry-wide BIM adoption, there is scant understanding about what construction firms need to do regarding training provision and how to do that to meet policy goals. There is, therefore, little evidence of how construction companies have tackled this challenge internally and on projects in existing studies. Through a qualitative research approach and case studies of two leading UK construction companies, this paper describes the different strategies that construction companies adopt to provide the requisite skills and training for their workforce and their project supplier network partners to successfully support and sustain the implementation of BIM. The findings show that successful main contractors employed an "in-house" training strategy at intra-organizational level and a "growing together" approach for their project supplier network partners. In providing BIM training, these firms tackled problems of heterogeneity in workforce digital literacy and competencies, a lack of attention to soft skills, and a lack of understanding of BIM benefits using tailored and role-specific training. These insights contribute to the growing literature on BIM training, complementing the existing literature that focuses mainly on BIM training through education. [ABSTRACT FROM AUTHOR]

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

This article synthesizes ideas that emerged over the course of a 10-week symposium titled "Teaching Reproducible Research: Educational Outcomes" https://www.projecttier.org/fellowships-and-workshops/2021-spring-symposium that took place in the spring of 2021. The speakers included one linguist, three political scientists, seven psychologists, and three statisticians; about half of them were based in the United States and about half in the United Kingdom. The symposium focused on a particular form of reproducibility--namely computational reproducibility--and the paper begins with an exposition of what computational reproducibility is and how it can be achieved. Drawing on talks by the speakers and comments from participants, the paper then enumerates several reasons for which learning reproducible research methods enhance the education of college and university students; the benefits have partly to do with developing computational skills that prepare students for future education and employment, but they also have to do with their intellectual development more broadly. The article also distills insights from the symposium about practical strategies instructors can adopt to integrate reproducibility into their teaching, as well as to promote the practice among colleagues and throughout departmental curricula. The conceptual framework about the meaning and purposes of teaching reproducibility, and the practical guidance about how to get started, add up to an invitation to instructors to explore the potential for introducing reproducibility in their classes and research supervision. [ABSTRACT FROM AUTHOR]

This letter summarises the perspectives of medical students in the United Kingdom (UK) on the research paper conducted by Wang and colleagues (2023) titled 'Achievement Emotions of Medical Students: Do They Predict Self-Regulated Learning and Burnout in an Online Learning Environment?'. Overall, we find this paper a positive contribution to the literature surrounding medical education. However, we have highlighted some weaknesses in the study design and proposed additional points for exploration in further iterations of this study. We hope the readership takes the time to read our letter and consider the points we have raised. [ABSTRACT FROM AUTHOR]

This paper presents, from the perspectives of both social scientists and microbiologists, a case study of the implementation and practice of Responsible Innovation (RI) in a UK-based synthetic biology project. We highlight the impact of interdisciplinary working and examine the benefits that arise from creating the time and space for shared reflection on research. Our discussions over the course of the project included concerns about the potential escape to the environment of laboratory-constructed genetic material and alternatives to the role that antibiotic resistance genes play in synthetic biology. As a result, the design of a key product of the project was altered in ways that go beyond normal institutional requirements. We highlight our view of the importance of continued interdisciplinary collaboration and the utility of the framework of Responsible Innovation in achieving this. We conclude with observations on the difficulties of sustaining such collaborations. [ABSTRACT FROM AUTHOR]

The disruptions associated with health and energy crisis have emphasized the need for hyperlocal cities. However, in Europe, a tool to measure the efficiency of land use and accessibility planning for localizing urban mobility is missing. In this paper, we construct a comparable 15-Minute-Walking City (15-MWC) index that assesses the walking performance of 121 European metropolitan areas and seven amenity types. The data are combined equally following the PROMETHEE II multicriteria approach to assign a final score and to present a ranking of 15-Minutes cities. The main visualization demonstrates European-level disparities and indicates that most of leading cities are in Germany, while most of the worst performers are in the UK. We also reveal a statistically significant difference in 15-MWC performance due to their GDP per capita disparities. The empirical results may serve as a referencing tool for cross-city comparisons and may support policymakers when designing transport and city-planning strategies. [ABSTRACT FROM AUTHOR]

We analyse a large-scale UK quarterly Labour Force Survey data covering a period of 16 years (2002–2017) to compare labour market outcomes for women of different religious and ethnic denominations. The paper contributes to the existing literature in analysing three labour outcomes: economic activity (participation), unemployment and occupational choice. While the religious penalties facing Muslim women in unemployment were notoriously high and persistent, the results suggest that their participation is significantly lower. Finally, the occupational distribution of Muslim women shows they are similar to white Christian women in higher occupations but have a much higher probability of belonging to lower occupations. [ABSTRACT FROM AUTHOR]

The census of population, conducted by three statistical offices in the United Kingdom, provides a unique resource for measuring and understanding internal migration patterns and propensities. It is the only source that asks an entire population, once every ten years, about their migration behaviour and as such provides a valuable resource for assessing the impact that migration has on the size and composition of local populations. The data are attribute rich in that they provide information about migration patterns by demographic group and are spatially detailed so provide a view of the impact that migration has on small areas. Despite their utility, the data have limitations, not least that they are only collected once per decade so only provide a snapshot of the UK migration system. This paper utilises data from the previous four censuses to present maps showing how migration propensity and efficiency has changed between 1981 and 2011. [ABSTRACT FROM AUTHOR]

This paper assesses how the use of genetically modified seed (GM) crop seed technology has impacted on greenhouse gas emissions at a global level. The main technologies of relevance are crops modified to be tolerant to specific herbicides so as to facilitate improved weed control and crops resistant to a range of crop insect pests that otherwise damage crops or typically require the application of insecticides to control them. Over the 24 year period examined to 2020, the widespread use of GM insect resistant and herbicide tolerant seed technology has led to important cuts in on-farm fuel use and facilitated farmers moving from plow-based systems to reduced and no tillage systems that they have continued to operate for a number of years. This has led to a significant reduction in the release of greenhouse gas emissions from the GM cropping area, which in 2020 was equal to a saving of 23,631 million kg of carbon dioxide, equivalent to taking 15.6 million cars off the road for a year (equal to 49% of registered cars in the UK). [ABSTRACT FROM AUTHOR]

Nowadays, increase of analyzing stock markets as complex systems lead graph theory to play a key role. For instance, detecting graph communities is an important task in the analysis of stocks, and as planar maximally filtered graphs let us to get important information for the topology of the market. In this study, we first obtain correlation network representation of UK's leading stock market network by using a novel threshold method. Then, we determine vertex clusters by using modularity and analyze clusters in planar maximally filtered graph substructures. Our analyze include a new measure called weighted Gini index for measuring the sparsity. The main goal of this paper is to study the hierarchical evolution of the market communities throughout the Brexit referendum, which is known as the stress period for the stock market. Hence, the overall sample is divided into two sub-periods of pre-referendum, and post-referendum to obtain communities and hierarchical structures. Our results indicate that financial companies are leading elements of the clusters. Moreover, the significant changes within the network topologies are observed for insurance, consumer goods, consumer services, mining, and technology sectors whereas oil and gas and health care sectors have not been affected by Brexit stress. [ABSTRACT FROM AUTHOR]

In 2005 Rev. Michael Roden, the vicar at Church of England church of St Mary's in Hitchin (a small town about 30 miles north of London) was invited to India to give a series of sermons to Indian Church of England congregations. He was struck during his visit by the scars in Indian society that he thought were the remnants of Partition's aftermath. His visit set him thinking about the ways in which Partition has shaped British as well as Indian and Pakistani society, and about how little people in the UK know about the calamitous results of British policy at the time of decolonization. In particular, he wondered about why it was the case that Partition had never been taught in schools in the UK, and why children were coming out of school with no understanding of the forces which had created a multi-cultural society in the UK over the course of the twentieth century. Reverend Roden contacted the University of Cambridge's Centre of South Asian Studies and set in train a series of events that would lead to Partition being included in the curriculum of all Church of England schools in England and Wales. This process was to engage politicians, academics, playwrights, television companies and members of the general public. It would lead to more than teaching in the classroom – a swathe of television documentaries, for example, were broadcast around he 70th anniversary of Partition in 2017, providing information about a part of the shared UK/South Asian past which has been largely neglected in Britain. Alongside this process, the Centre of South Asian Studies also prepared an exhibition of materials from its own archive collections which ran from August 2017 and drew in thousands of visitors. This paper will examine the ways in which the process of presenting Partition to the people of the UK was fashioned and followed, and the nature of the output which resulted from it, looking at the ways in which academe can interact with public opinion and public knowledge in meaningful and positive ways. [ABSTRACT FROM AUTHOR]

This paper describes migration toward the UK, sex work involvement, use of health services, and health issues. This qualitative study interviewed twenty-five men. The data were analyzed using thematic analysis. Five main themes emerged: emigration, migration routes, sex work entrance, use of health services, and main health outcomes. Discrimination and social exclusion were identified before and during migration. Participants had used the NHS system and told positive experiences. They reported STI-HIV, recreational drugs and mental health issues. Findings suggest the influence of migration and sex work on their vulnerabilities and health outcomes. [ABSTRACT FROM AUTHOR]

This paper describes a retrospective analysis of necrotizing typhlitis in common rheas (Rhea americana) diagnosed in the United Kingdom by the Animal & Plant Health Agency (APHA). From January 2008 to January 2020, seven cases of spirochaetal typhlitis associated with Brachyspira spp. were identified using the Veterinary Investigation Diagnosis Analysis database. Gross examination was combined with selective anaerobic culture, polymerase chain reaction, and histopathology to diagnose typhlitis associated with spirochaetal infection. Whole-genome sequencing was subsequently utilized on archived isolates from six of the seven submissions, overcoming issues with traditional testing methods and yielded gains in the identification of Brachyspira to species level. Brachyspira hyodysenteriae, an organism traditionally associated with typhlitis in rheas, was isolated in three sequenced submissions. One of these also demonstrated co-infection with Brachyspira intermedia. Brachyspira suanatina, Brachyspira hampsonii, and Brachyspira alvinipulli were identified by sequencing as single infections in the remaining three animals. This report demonstrates the ability of Brachyspira species other than B. hyodysenteriae to colonize the caeca of rheas presenting with typhlitis. Additionally, the B. alvinipulli isolate harboured a tva(A) gene, indicating higher potential pleuromutilin resistance, which has not previously been described in this Brachyspira species. This study discusses the epidemiology of examined cases and examines the potential role other species may play in these outbreaks. [ABSTRACT FROM AUTHOR]

Background: Global health research partnerships, which promote the exchange of ideas, knowledge and expertise across countries, are considered key to addressing complex challenges facing health systems. Yet, many studies report inequalities in these partnerships, particularly in those between high and low-and-middle-income countries (LMICs). Objective: This paper examines global research collaborations on community health worker (CHW) programmes, specifically analysing the structures of authorship teams and networks in publications reporting research on CHW programmes in low-income countries (LICs). Methods: A sub-set of 206 indexed journal articles reporting on CHW programmes in LICs was purposefully selected from a prior review of research authorship on CHW programmes in all LMICs over a five year period (2012–2016). Data on country and primary organisational affiliation and number of publications for all individual authors, programme area (e.g. maternal child health) and total citations per paper were extracted and coded in excel spreadsheets. Data were then exported and analysed in Stata/ICV.14 and Gephi. Results: The 206 papers were authored by 1045 authors from 299 institutions, based in 43 countries. Half (50.1%) the authors came from LIC-based institutions, 43.8% from high-income country (HIC) institutions, 2.9% from middle-income country (MIC) institutions and 3.2% had different first affiliations in different publications. Authors based in the USA (302) and UK (68) accounted for just over a third (35.4%) of all authors. Partnership patterns revealed a primary mode of North–South collaboration with authors from the US, and to a lesser extent the UK, playing central bridging roles between institutions. Strong network clusters of multiple-affiliated authors were evident in research on MCH and HIV/TB aspects of CHW programmes. Conclusion: Knowledge production on CHW programmes in LICs flows predominantly through a pool of connected HIC authors and North–South collaborations. There is a need for strategies harnessing more diverse, including South–South, forms of partnership. [ABSTRACT FROM AUTHOR]

Written guidance can contribute to the development of effective SEA, delivering relevant information for those involved in policy, plan and programme making processes. Generally speaking, guidance should aim at setting best practice standards. However, to date, how guidance is impacting on SEA effectiveness and how it is best developed and maintained has not been explored to any great extent. As a consequence, it has remained unclear how a key ingredient of effective SEA, namely the support of an enabling context, should be approached. In this paper, we look at the perceived relevance of written guidance for the delivery of effective SEA, based on a two-stage survey with 26 practitioners (all with over 10 years of experience) from the UK and the Republic of Ireland, conducted between 2015 and 2017. Survey participants included representatives of the regulatory, consultancy and academic sectors. Our findings indicate that guidance can promote SEA effectiveness if it: (a) aims to go beyond basic legislative requirements; (b) is able to respond to the specific situation of application; (c) can establish a minimum standard for SEA; and (d) is able to stimulate the advancement of quality standards within a tiered approach to SEA. [ABSTRACT FROM AUTHOR]

The offshore wind energy sector in the United Kingdom (UK) has grown rapidly since the first turbine generators were installed in 2000: by 2016 there were over 1400 installed turbines with combined capacity of 5.1 GW. The sector is considered by UK Government as essential to the development of a low carbon economy and to meeting binding targets on carbon reduction and renewable energy generation. The Crown Estate, responsible for licensing development on the sea bed around the UK, has held three rounds of licensing since 2000 for wind developments. Some of the projects in the first two rounds suffered long delays due to uncertainty of project level impacts, particularly cumulative impacts. A number of key stakeholders identified a need for cumulative impact assessment (CIA) methodology to be developed that was definitive and endorsed by regulators and industry to aid unblocking barriers to delivery. This paper explores the background to the development of the guidelines and how they were 'co-created' with industry and regulators. We evaluate to what extent they have been used to shape and develop practice. Abbreviations: CIA: cumulative impact assessment; EU: European Union; GW: gigawatt; MW megawatt; NERC: Natural Environment Research Council; NGO: Non Governmental Organisation; OWF: offshore wind farm; PINS: Planning Inspectorate; RED: Renewable Energy Directive; RUK: Renewables UK; SPA: Special Protection Area; TCE: The Crown Estate; TWh: terra watt hours; UK: United Kingdom. [ABSTRACT FROM AUTHOR]

Background: The UK, like most countries across Europe and other advanced economies, has experienced an alarming rise in the levels of young people (aged between 16 and 24 years) who are detached from both the labour market and the education and training system. In the UK, there are nearly a million 16–24-year-olds who are recorded as being not in education, employment or training (NEET). For governments throughout Europe, the need to address high levels of youth unemployment and social disengagement has become an urgent priority. As a result, policy-makers are faced with the challenge of developing effective interventions to prevent these levels being sustained over the longer term, with potential scarring effects on successive generations, and concomitant economic and social impacts. Purpose: This paper will inform the development of policy and practice targeted at NEET prevention and reintegration of those young people who have become NEET, with suggestions for areas to be addressed and methods and mechanisms which might be incorporated into programme implementation. The paper highlights gaps in our knowledge and understanding of the size, characteristics and geographical distribution of young people in the NEET group in England, and questions the continued relevance of the term ‘NEET’ to capture youth disengagement. Sources of evidence: After drawing on Europe-wide data to present a picture of the scale of youth unemployment throughout the continent, official UK data are used to drill down to specific issues which are the focus of the piece, in particular, the regional disparities in the size of the group whose destination is ‘unknown’. This is discussed in the context of a range of literature relating to the emergence of the term ‘NEET’ and the characteristics of the NEET group. A review of current policy intervention in England to tackle the NEET ‘problem’ is also presented. Main argument: This paper will suggest that the implementation of effective policy interventions to address the ‘NEET’ issue is highly problematic, due to three overriding concerns. These are: (a) a lack of clarity in the definition of this group in England; (b) inadequacies in determining with any precision how many under-18s there are in this group, or where they are located, leading to large numbers whose post-education destination is ‘unknown’; and (c) misguided stereotyping of NEET young people’s behaviour, attitudes and aspirations. These problems have partly been exacerbated by budget cuts and changes to guidance and support services, as well as inadequacies in mapping and tracking systems. Conclusions: The paper concludes with recommendations that policy development must, in the first instance, be underpinned by robust and reliable data about the size and composition of the group, derived from impartial, independent mapping and tracking services. Furthermore, policies designed to reduce the NEET population should include measures which tackle NEET prevention, re-engagement strategies for the hardest to reach groups and active labour market policies for the young unemployed. [ABSTRACT FROM PUBLISHER]

The principles of sustainable development are becoming extremely relevant for organisations. In the case of universities, these institutions can act as agents in promoting these principles within society. The literature contains a wide range of studies which show how universities may play a critical role in disseminating sustainability principles on the one hand, and their translation into practice, on the other. At present, many higher education institutions are becoming more aware of their impact on the environment, and trying to understand the environmental needs and implications of their operations. Going further, some universities are incorporating sustainability principles into their activities. One of the questions that universities are now facing is how education for sustainable development can be translated into practice so that it can be effective in transforming society. This paper will discuss the need for and the usefulness of integrative approaches to implement sustainable development in higher education. In addition to a theoretical review of the state of the art, the paper will use case studies from the Hamburg University of Applied Sciences (Germany) and Bournemouth University (UK) to illustrate the effectiveness of integration of sustainable development principles in university research and teaching activities, and the many benefits integrative approaches may bring about. [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]

Background: There is a shortage of organs for transplantation in the UK. However, whilst 82% of the population consider donating their organs, only 35% of people have joined the NHS Organ Donor Register. Although the Human Tissue Acts (2004, 2006) and Human Transplantation (Wales) Act (2013) state that the wishes of the deceased cannot be vetoed, it is unlikely that healthcare teams will continue with the retrieval process without the family's agreement to proceed. Aim: To understand what influences the decision of families to donate in order to guide clinical practice, education, training and increase donation rates to 80% in line with the NHS Blood and Transplant - Taking Organ Donation to 2020 strategy. Method: A literature review of published research. Results: Seven papers met the inclusion criteria. Several significant factors were identified that influence family decisions, including prior knowledge of the deceased's wishes (e.g. carrying a donor card), presence at the time of the donor's injury, understanding of brain stem death testing, 'personal realisation' of death and hospital related factors (e.g. information, communication and care). These were organised to form the acronym DONATE that serves as a useful mnemonic to guide the requester prior to discussing organ donation. Conclusions: Rates of donation of organ donation may increase through understanding family decision-making. [ABSTRACT FROM AUTHOR]

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]

The need for support for good mental health is enormous. General support for good mental health is needed for 100% of the population, and at all stages of life, from early childhood to end of life. Focused support is needed for the 17.6% of adults who have a mental disorder at any time, including those who also have a mental health problem amongst the 30% who report having a long-term condition of some kind. All sectors of society and all parts of the NHS need to play their part. Primary care cannot do this on its own. This paper describes how primary care practitioners can help stimulate such a grand alliance for health, by operating at four different levels – as individual practitioners, as organisations, as geographic clusters of organisations and as policy-makers. [ABSTRACT FROM PUBLISHER]

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]

In recent years within the UK, behaviour change as a policy tool has gained popularity. Concurrently, the role of local authorities in both tackling unsustainability and reducing carbon emissions has become more prominent. This paper describes a recent study in the UK that aims to understand how local authorities are working to tackle unsustainability and encourage pro-environmental behaviour change in the population. Through interviews with local authority sustainability officers from London, this paper reviews the extent of sustainability work currently being undertaken by local authorities to assist residents transition to a more sustainable lifestyle. The study discusses key findings from the interviews, drawing on the commonalities and factors that influence local authority sustainability programmes. The key finding from these interviews is that there is a need for more robust monitoring and evaluation of local authority sustainability programmes. Robust evaluation would improve understanding of the potential contribution that local authority sustainability work could make towards addressing unsustainability and meeting national emission reduction targets. In addition, it would assist the development of the evidence-base on behaviour change interventions and their effectiveness. [ABSTRACT FROM PUBLISHER]

Access to hydrometric information underpins many areas of effective water management. This paper explores the operational practices of one national hydrological information service, the UK National River Flow Archive, in collating, managing and providing access to river flow data. An information lifecycle approach to hydrometric data management is advocated, with the paper detailing current UK procedures in the areas of: monitoring network design and development; data sensing and recording; validation and archival; synthesis and analysis; and data dissemination. The methods and policies outlined herein are widely transferable to other hydrological data archives around the world. EditorD. Koutsoyiannis CitationDixon, H., Hannaford, J., and Fry, M.J., 2013. The effective management of national hydrometric data: experiences from the United Kingdom.Hydrological Sciences Journal, 58 (7), 1383–1399. [ABSTRACT FROM AUTHOR]

This paper studies the appropriateness of a public or private orientation of pension systems in the light of the recent financial crisis, which has underscored the difficulties and contradictions associated with each system. The different institutional arrangements, in which public or private pension systems are embedded, are key components when assessing their responses to the crisis. Particularly, private pension systems are intertwined with financial markets, while social insurance-based pension systems are linked to the labour market mechanisms. This paper compares the British and French pension systems, as “archetypes” of private-oriented and public-oriented systems, respectively, the first relying on the market and private pension schemes, and the second on mandatory social insurance. This paper shows that the crisis has upheld the founding principles of the public (French) and private (British) pension systems to maintain the existing institutional configurations. At the same time, both systems have strengthened the role played by means-tested benefits and minimum pensions for low-income groups to offset the weaknesses of one or the other system, as emphasised by the crisis. [ABSTRACT FROM AUTHOR]

The assessment of the social impacts of road traffic is usually based on objective indicators or on expert judgement, without input from the affected communities. This paper considers the perceptions and priorities of local residents about traffic impacts and possible mitigation measures, using as a case study a rural area that will be affected by traffic associated with the construction of a nuclear power station. The study consisted of a qualitative phase followed by a stated preference survey. Econometric models were used to measure the relative priority of different impacts and mitigation measures. The most impactful aspects were noise, vibration and increased car or bus travel times. The most preferred measures were night-time restrictions to HGVs, parking restrictions and safety measures for pedestrians and cyclists. There were significant differences in preferences according to residence location, gender, employment status and household composition. The results provide information about aspects that tend to be aggregated in existing assessment frameworks, separating the reduction in the utility of some activities (like walking and driving) and the suppression of those activities. [ABSTRACT FROM PUBLISHER]

The aim of this paper is to discuss how the construct of networking and social capital can be used to understand the effect events can have on the cultural sector. Based on case study, this research sought the views of those working in the cultural sector on Liverpool’s year as the European Capital of Culture (ECOC). Methodologically, this study involves literature review to prompt theoretical sensitivity, the collection of primary data via online survey (n = 42) and follow-up telephone interviews (n = 8) to explore the emerging findings in more detail. The findings point to a number of ways in which the ECOC constitutes a boost for networking and its effects on the city’s cultural sector, including organisational learning, aspiration and leadership. The contributions of this study are twofold: (1) evaluating the long-term effects on network formation in the cultural sector following a major event; (2) conceptualising the impact assessment of organisational social capital for future ECOC or similar events. [ABSTRACT FROM PUBLISHER]

Hospital in the home is a relatively new concept within the UK healthcare system. The Guy’s and St Thomas’s NHS Foundation Trust (GSTT) @home service ‘Bringing hospital care to your home’ was commissioned by Lambeth and Southwark CCG in 2014 to provide acute care in the patients’ place of residence by facilitating rapid discharge from hospital. The service is designed for 260–280 referrals each month from local hospitals, London Ambulance Service, GPs, district nurses and palliative care services. The GSTT@home provides intensive care for a short episode through multidisciplinary team work with the aim of returning the patient to their prior health status following an acute episode of ill health. The main criteria for referrals are adults, living within Lambeth or Southwark with an acute onset of illness often with acute exacerbations of chronic conditions. Care is delivered using 25 clinical pathways using integrated care teams, including those for respiratory disease, heart failure and palliative care services. Recently, the service extended to include overnight palliative care. As care shifts from hospital to the community, it is envisaged that these types of programmes will become an essential component of care provision. This paper describes the service and presents initial service evaluation data. [ABSTRACT FROM AUTHOR]

Background: Although on-demand testing is being increasingly used in many areas of assessment, it has not been adopted in high stakes examinations like the General Certificate of Secondary Education (GCSE) and General Certificate of Education Advanced level (GCE A level) offered by awarding organisations (AOs) in the UK. One of the major issues with on-demand testing is that some of the methods used for maintaining the comparability of standards over time in conventional testing are no longer available and the development of new methods is required. Purpose: This paper proposes an item response theory (IRT) framework for implementing on-demand testing and maintaining the comparability of standards over time for general qualifications, including GCSEs and GCE A levels, in the UK and discusses procedures for its practical implementation. Sources of evidence: Sources of evidence include literature from the fields of on-demand testing, the design of computer-based assessment, the development of IRT, and the application of IRT in educational measurement. Main argument: On-demand testing presents many advantages over conventional testing. In view of the nature of general qualifications, including the use of multiple components and multiple question types, the advances made in item response modelling over the past 30 years, and the availability of complex IRT analysis software systems, coupled with increasing IRT expertise in awarding organisations, IRT models could be used to implement on-demand testing in high stakes examinations in the UK. The proposed framework represents a coherent and complete approach to maintaining standards in on-demand testing. The procedures for implementing the framework discussed in the paper could be adapted by people to suit their own needs and circumstances. Conclusions: The use of IRT to implement on-demand testing could prove to be one of the viable approaches to maintaining standards over time or between test sessions for UK general qualifications. [ABSTRACT FROM PUBLISHER]

Background: ‘Creative learning conversations’, are methodological devices developed in two co-participative qualitative research projects exploring creativity and educational futures at the University of Exeter in England. Sources of evidence: Framed by Critical Theory, the projects, one on dance education partnership, the other on student voice and transformation, sought to open space between creativity and performativity to initiate emancipatory educational change. This was undertaken over the course of five years in English primary and secondary schools, prioritising humanising, wise creativity. Purpose: This paper re-analyses data and methodological processes to characterise and theorise creative learning conversations in terms of social spatiality and dialogue. The characteristics are: partiality, emancipation, working from the ‘bottom up’, participation, debate and difference, openness to action, and embodied and verbalised idea exchange. Main argument: This re-analysis theoretically adapts Bronfenbrenner's ecological model (The ecology of human development; Cambridge, MA: Harvard University Press, 1979) to situate layered engagement. Utilising Lefebvre's conceptualisation of lived space (The production of space; Wiley-Blackwell, 1991) and Bakhtin's work (Problems of Dostoevsky's poetics; ed. and trans. Caryl Emerson; Minneapolis: University of Michigan Press, 1984) on open-ended dialogue, the paper theorises creative learning conversations as producing living dialogic spaces. Conclusions: Creative learning conversations are a way of contributing to change, which moves us towards an education future fit for the twenty-first century. From a living dialogic space perspective, a creative learning conversation is the ongoing process without forced closure of those in the roles of university academic, teachers, artists, students co-participatively researching and developing knowledge of their ‘lived space’ together. Given traditional lethargy in the educational system as a whole commitment to changing education for better futures demands active involvement in living dialogic space, where our humanity both emerges from and guides our shared learning. [ABSTRACT FROM AUTHOR]

There are a wide range of techniques that can be used for evaluating environmental impacts of agriculture, but they have not previously been used to identify the contribution individual farming activities make towards environmental outcomes or for prioritising activities to ensure maximum benefits. This paper reports a novel technique for identifying how different activities influence environmental outcomes. The methodology is based upon traditional EIA techniques. Knowledge is collated from documented evidence and structured within a database such that the causal processes by which different activities influence outcomes can be identified. Cause and effect chains are created and each link is weighted according to the strength of the relationship between the two components. The entire cause-effect chain assumes the weighting of the weakest link. This is used to identify the strengths and weakness of individual practices or groups of activities. This paper explains the process using examples from agricultural production and policy in the UK and Europe for illustration. [ABSTRACT FROM AUTHOR]

Objective. To identify GPs' attitudes towards sickness certification. Design. Systematic search and narrative review identifying themes around attitudes towards sickness certification. Results. Eighteen papers were identified for inclusion in the review; these included qualitative, quantitative, and systematic reviews. The papers were predominantly from Scandinavia and the UK. Three themes were identified from the literature: conflict, role responsibility, and barriers to good practice. Conflict was predominantly centred on conflict between GP and patients regarding the need for a certificate, but there was also conflict between all stakeholders. Role responsibility focused on the multiple roles GPs had to fulfil, and barriers to good practice were identified both within and outside the healthcare system. Conclusion. Any potential for changing the certification system needs to focus on reducing the potential for conflict, clarification of the roles of all stakeholders, and improving access to specialist occupational health and rehabilitation services. [ABSTRACT FROM AUTHOR]

Although diverse and extensive, scholarship on ethnic riots in South East Asia has given inordinate attention to the genesis, evolution and eventual suppression of such episodes of violence, while many of the available studies have been local in scope and have centred mainly on incidents in modern-day Indonesia and the Philippines. This paper takes as its point of departure some lacunae in the literature on ethnic riots in South East Asia. It seeks to initiate a shift from the study of the causes, processes and conditions that led to the outbreak of ethnic riots to a critical analysis of regional and global responses by both colonial and anticolonial actors in the aftermath. By focusing on the case of the deadly ethnic riots - commonly known as the Maria Hertogh riots - which broke out in Singapore in December 1950, and by drawing connections between local events and wider developments overseas, the paper demonstrates how the study of collective violence in South East Asia and elsewhere can be further enhanced through an analysis of the various strategies that were enacted by colonial states and by the forms of resistance and collaboration of the colonized and other non-state agencies. [ABSTRACT FROM AUTHOR]

The Medical School at Bristol University is noted for offering, and in some instances requiring, its students to work creatively with medical themes. Students, artists, educationalists and a web designer have worked to create an on-line exhibition of the resulting creative output. This can be viewed at www.outofourheads.net. This site is a themed repository of poetry, prose, drawings, paintings, cartoons, films, music, dance and rap. Most works come with commentaries that can be as illuminating as the works they describe. The site invites comment and welcomes new postings from anyone connected to medicine. As an alternative to the conventional pedagogical report, and in keeping with the subject matter, in this paper we tell the story of this unique educational enterprise through the narratives of four of its principle architects. The 'Teacher's Tale', the 'Designer's Tale', the 'Curator's Tale' and the 'Artist's Tale' offer different, personal, tellings of how the site came to be. Each tale contains hypertext links to notable works on the site some of which have become teaching resources within the institution. This paper is of relevance to anyone who seeks to explore and champion the human insights of this privileged community. [ABSTRACT FROM AUTHOR]

This paper provides a working definition of social sustainability and highlights the growing array of social sustainability assessment tools (e.g. SIA, HIA, equality impact assessment, SA). Within EIA the social dimension has been very much the 'poor relation'. However, changes in the UK planning system, the drive for sustainable communities, and for greater public involvement in decision making are raising the profile of the social dimension. This is particularly relevant for urban regeneration projects, which are often mixed use (including housing), and with the potential for development to be shaped by community involvement. The paper includes a review of recent environmental statements (ESs) for regeneration projects in the UK, which provides findings on, for example, the inclusion of social factors in the process; scope of such factors; methodological approaches and impact assessment tools; and role of community involvement. The research raises questions about the extent to which social issues shape outcomes; it also highlights some important challenges, including the key issue of 'integration versus disintegration' in the scope and process of impact assessment. [ABSTRACT FROM AUTHOR]

This paper examines the effect of school social class composition on pupil learner identities in British primary schools. In the current British education system, high-stakes testing has a pervasive effect on the pedagogical relationship between teachers and pupils. The data in this paper, from ethnographic research in a working-class school and a middle-class school, indicate that the effect of the 'testing culture' is much greater in the working-class school. Using Bernsteinian theory and the concept of the 'ideal pupil', it is shown that these pupils' learner identities are more passive and dominated by issues of discipline and behaviour rather than academic performance, in contrast to those in the middle-class school. While this study includes only two schools, it indicates a potentially significant issue for neo-liberal education policy where education is marketised and characterised by high-stakes testing, and schools are polarised in terms of social class. [ABSTRACT FROM AUTHOR]

The December 2008 special issue of the Oxford Review of Education provided a review of education policy during Tony Blair's tenure as Prime Minister. This paper forms a response to the ten contributions to that special issue and discusses some of the issues raised in them. While a few positive aspects of education under New Labour were identified in the special edition, it focused more on the failures of New Labour than its achievements. A common theme to emerge from the papers included the government's pursuit of neo-liberal market policies at the expense of its professed commitment to social justice. While accepting that the government's failure to tackle the differences in educational outcomes between advantaged and disadvantaged pupils constitutes a major failing, the present author argues that significant achievements, such as early years provision, were neglected in the special issue. He also discusses the electoral considerations facing New Labour and the personal role of Tony Blair in determining policy. The paper goes on to consider whether New Labour's education policy has changed since the departure of Blair and identifies some hints of a potentially more progressive approach developing under Brown. It concludes by suggesting that contributing towards a debate about alternatives to Blairite policies should now become a priority for the 'educational establishment'. [ABSTRACT FROM AUTHOR]

This paper argues that the introduction of access agreements following the establishment of the Office for Fair Access (OFFA) has consolidated how English higher education institutions (HEIs) position themselves in the marketplace in relation to widening participation. However, the absence of a national bursary scheme has led to obfuscation rather than clarification from the perspective of the consumer. This paper analyses OFFA's 2008 monitoring report and a sample of twenty HEIs’ original 2006 and revised or updated access agreements (2008) to draw conclusions about the impact of these agreements on notions of ‘fair access’ and widening participation. The authors conclude that, unsurprisingly in an increasingly market-driven system, institutions use access agreements primarily to promote enrolment to their own programmes rather than to promote system-wide objectives. As a consequence of this marketing focus, previous differences between pre-1992 and post-1992 institutions in relation to widening participation and fair access are perpetuated, leading to both confusion for consumers and an inequitable distribution of bursary and other support mechanisms for the poorest applicants to HE. [ABSTRACT FROM AUTHOR]

Beginning from the Teaching, Research, and International Politics (TRIP) survey, this paper outlines the most important emerging paradigm in international political economy (IPE), known as open economy politics (OEP). This approach forms the core of the 'American' school of IPE. The paper then contrasts the epistemology of OEP, based on partial equilibrium analysis, with that of the 'British' school of IPE, which favors a more holistic approach. This difference is not captured well in the TRIP survey, nor is it particularly well understood by many proponents of either side. Recognizing the progressive nature of the OEP research program, the essay concludes with a call to bridge but not necessarily to abolish the transatlantic divide. [ABSTRACT FROM AUTHOR]

Education for citizenship is firmly on the policy agenda throughout Britain, and there is an expectation that teachers will create a participative, consultative ethos in schools. This paper identifies three main vehicles for pupil consultation: elected pupil councils, democratic and participative classrooms and opportunities for pupils to engage with controversial issues within the curriculum. It focuses on a longitudinal study of pupils' experience of democratic practice in Scottish schools in relation to these vehicles. Evidence from a diverse sample of primary schools illustrates the way in which upper-stage pupils are encouraged to participate in decision-making processes and engage in the discussion of contemporary social issues of their own interest both in the classroom and during pupil council meetings. In addition, further evidence of the extent to which these same pupils' experience of the democratic process evolves following their transition to secondary school is reported. The paper raises new questions about the extent to which Scottish pupils may be exposed to a progressive model of democratic education, and suggests that children may be given more opportunities for consultation in primary school than they are in the early stages of secondary school. [ABSTRACT FROM AUTHOR]

The present paper explores the fascist vision for education in 1930s Britain through the presentation of extracts from official publications of the British Union of Fascists (BUF), as well as from the writings of Party members. The paper presents a socio-historical study of British adherents to fascism and provides an account of their thinking in relation to education and schooling, exposing a milieu of ideologues, Party functionaries and serving teachers who were animated by their political commitment. Following a brief outline of the early years of British fascism, there is an account of some key members and their educational ideas, followed by a discussion of the BUF's educational policies and of its approach to internal education and training. The orientation of the BUF and its membership to education, and the Party's formulated policies in this field present a modernist vision that was calculated to have particular appeal to educational professionals. There is a consideration, through memoirs, of the experiences of two BUF members who were teachers. The paper reveals a relatively hidden episode in the social history of British educational politics; one that contained paradoxes of intent and outcome, and of means and ends, when ostensibly progressive and socially elevating concepts were employed in ways that had an ultimately destructive impact on individuals, both personally and professionally, as well as on whole societies. [ABSTRACT FROM AUTHOR]

This paper examines the class distribution of young people, aged 16-17 years, in colleges of further education (FE) using data from the Youth Cohort Study. It finds that, contrary to popular perceptions of FE colleges as being for 'other people's children', middle-class students as well as working-class students are well represented. However, this does not imply that FE colleges are institutions of choice; middle-class representation is often related to lower achievement and, for low-achieving working-class students, leaving education entirely is more likely than entry to FE. These findings are explored using notions of habitus and field. Their relationship with studies of the education of middle-class children is also discussed, and the paper suggests that research on class in FE colleges must come to terms with middle-class presence. [ABSTRACT FROM AUTHOR]

From his very earliest days in office, Tony Blair believed that if he was to achieve his broader educational reforms then the teaching profession itself needed modernising—it had to become a '21st century profession'. This paper charts the background to this aspiration and the complex range of interrelated policies used to achieve that reform. They included: a changed role for initial teacher education; a more differentiated workforce; strategies to 'focus' professionalism (appraisal, standards and CPD); and a redefinition of professional knowledge. Through these policies, the Government hoped to harness teacher professionalism to their broader reform agenda. The paper concludes with a discussion of Tony Blair's legacy in this field both in England and internationally. [ABSTRACT FROM AUTHOR]

The present paper argues that university quality assurance (QA) promotes a masculinist culture leading to systemic discrimination against female academics. The analysis relates to the question of what it is about academic life that results in persistent gender inequality. Based on an ethnographically informed comparative study, textual/discourse analysis of 30 interviewee transcripts reveals disguised messages about QA. The interpretation argued draws on a theoretical scrutiny of the covert power of a masculinist QA movement to disproportionately disadvantage female academics. The paper suggests that this has been made possible by a QA presentation discourse harnessed by male academics to manage identities. It argues that dominant definitions of the 'competent academic' that discriminate against females are normalised and cemented within a societal conscience. [ABSTRACT FROM AUTHOR]

The present paper explores the conceptual limitations of the bully discourses that ground UK anti-bullying policy frameworks and psychological research literatures on school bullying, suggesting they largely ignore gender, (hetero)sexuality and the social, cultural and subjective dynamics of conflict and aggression among teen-aged girls. To explore the limitations of bully discourses in practice, the paper draws on a pilot, interview-based study of girls' experiences of aggression and bullying, illustrating how friendships and conflicts among the girls are thoroughly heterosexualized, en-cultured and classed. Drawing on girls and parent interview narratives, I also trace some of the effects of bully discourses set in motion in schools to intervene into conflicts among girls. I suggest these practices miss the complexity of the dynamics at play among girls and also neglect the power relations of parenting, ethnicity, class and school choice, which can inform how, why and when bullying discourses are mobilized. [ABSTRACT FROM AUTHOR]