Search

Background: The 2022/23 influenza season in the United Kingdom saw the return of influenza to prepandemic levels following two seasons with low influenza activity. The early season was dominated by A(H3N2), with cocirculation of A(H1N1), reaching a peak late December 2022, while influenza B circulated at low levels during the latter part of the season. From September to March 2022/23, influenza vaccines were offered, free of charge, to all aged 2–13 (and 14–15 in Scotland and Wales), adults up to 49 years of age with clinical risk conditions and adults aged 50 and above across the mainland United Kingdom. Methods: End‐of‐season adjusted vaccine effectiveness (VE) estimates against sentinel primary‐care attendance for influenza‐like illness, where influenza infection was laboratory confirmed, were calculated using the test negative design, adjusting for potential confounders. Methods: Results In the mainland United Kingdom, end‐of‐season VE against all laboratory‐confirmed influenza for all those > 65 years of age, most of whom received adjuvanted quadrivalent vaccines, was 30% (95% CI: −6% to 54%). VE for those aged 18–64, who largely received cell‐based vaccines, was 47% (95% CI: 37%–56%). Overall VE for 2–17 year olds, predominantly receiving live attenuated vaccines, was 66% (95% CI: 53%–76%). Conclusion: The paper provides evidence of moderate influenza VE in 2022/23. [ABSTRACT FROM AUTHOR]

Despite predominantly lower social class origins, the second generation of established immigrant groups in the UK are now attaining high levels of education. However, they continue to experience poorer labour market outcomes than the majority population. These worse outcomes are often attributed in part to their disadvantaged origins, which do not, by contrast, appear to constrain their educational success. This paper engages with this paradox. We discuss potential mechanisms for second‐generation educational success and how far we might expect these to be replicated in labour market outcomes. We substantiate our discussion with new empirical analysis. Drawing on a unique longitudinal study of England and Wales spanning 40 years and encompassing one per cent of the population, we present evidence on the educational and labour market outcomes of the second generation of four groups of immigrants and the white British majority, controlling for multiple measures of social origins. We demonstrate that second‐generation men and women's educational advantage is only partially reflected in the labour market. We reflect on the implications of our findings for future research. [ABSTRACT FROM AUTHOR]

Curriculum integration is a feature of many new curricula that have emerged in different countries since around the turn of the millennium. It focuses on removing the boundaries between traditional subject specialisms, to enable more holistic and 'joined‐up' learning opportunities. This study draws on the experiences of a group of primary and secondary teachers in Wales, engaged in creating a framework for an integrated curriculum for expressive arts. Whilst the teachers are united in their ambition for establishing a curriculum that gives greater status to the arts, curriculum integration presents significant challenges, notably in how subject knowledge is understood and presented within an integrated curriculum. The teachers take different approaches to curriculum integration, with primary teachers favouring a transdisciplinary approach, with child‐led learning and themes taking precedence, and secondary teachers opting for multidisciplinary approaches, where the themes are organising devices but where subjects take priority. Differing practices suggest differing conceptions of subject knowledge and mastery within an integrated curriculum. Drawing, in particular, on Bernstein's concepts relating to knowledge discourses, this paper suggests that the danger of an integrated curriculum is weakened disciplinary knowledge. Whilst this paper relates to the arts, the messages about curriculum integration might be applied more widely. [ABSTRACT FROM AUTHOR]

The paper explores tensions in the articulation of progression in learning across the Humanities disciplines. Informed by our review of research in the Humanities disciplines, international curricula on progression in these areas and reflections from professional activity within the newly defined Humanities 'Area of Learning and Experience' in the new Welsh curriculum, this paper describes how learning progression in Humanities has been conceptualised within the new curriculum and then delineates and critically reviews four challenges that emerged when identifying and describing the progression in learning in the new Humanities curriculum. Tensions include the relationship between disciplines; the balance between knowledge, skills and values; the differences between underlying models of progression in Humanities; and balancing the complexity of learning with practical considerations for a national curriculum. Underpinned by the Integrity Model of Change, this paper makes a contribution, through providing new insights on broad aspects of learning progression in Humanities and highlighting the potential benefits and challenges of taking particular decisions within each of these four tensions. Implications for curriculum planning and future research are offered, including the fundamental role of professional learning in curriculum development and enactment. [ABSTRACT FROM AUTHOR]

Introduction: In the United Kingdom, policy and guidance changes regarding the role of dental therapists (DTs) were implemented in recent years with a view to changing dental care to a more preventive‐focussed, teamwork approach. However, success in the adoption of this model of working has been varied. Aims: Adopting a realist approach, our aim was, to examine the use of DTs in general dental practices in Wales, exploring what works, why, how and in what circumstances. Materials and Methods: The research comprised two stages. (a) A structured literature search, dual‐coding papers for high‐level factors describing the conditions or context(s) under which the mechanisms operated to produce outcomes. From this, we derived theories about how skill‐mix operates in the general dental service. (b) Six case studies of general dental practices (three with a dental therapist/three without a dental therapist) employing a range of skill‐mix models incorporating semi‐structured interviews with all team members. We used the case studies/interviews to explore and refine the theories derived from the literature. Results: Eighty‐four papers were coded. From this coding, we identified seven theories which reflected factors influencing general dental practices within three broad contexts: the dental practice as a business, as a healthcare provider and as a workplace. We tested these theories in interviews with 38 dental team members across the six care studies. As a result, we amended five of the theories. Conclusion: Our analysis provides theory about outcomes that DTs may facilitate and the mechanisms that may assist the work of DTs within different contexts of general dental practice. [ABSTRACT FROM AUTHOR]

Sustainable Intensification (SI) has been popularised in recent years as an approach seeking to balance the potentially conflicting demands of enhancing agricultural outputs with reducing the negative impacts arising from the current food system. Proponents have argued that SI can benefit from collaboration between farmers, but understanding is limited by a lack of data on current collaborative practices. Questions have also been raised as to whether the SI agenda pays sufficient attention to social sustainability as part of a fully integrated conception of SI. Tackling these issues, this paper reports on mixed methods data collection from seven case areas across the UK, with a particular focus on the experience of upland livestock farmers in north Wales. We evidence: (1) The extent, forms and preferences associated with farmers' collaboration; with findings demonstrating higher levels of collaboration than anticipated and a preference for informal forms of co‐working. (2) The underpinning and mutually reinforcing role of social interconnectedness in the delivery of diverse outcomes from collaboration. (3) How SI is perceived to threaten social sustainability, and thus work against a more integrated model of delivery. The paper concludes by arguing for a genuinely integrative model of SI to secure collaborations going forwards. [ABSTRACT FROM AUTHOR]

This paper critically explores how survey and routinely collected data could aid in assessing the generalisability of public health evidence. We propose developing approaches that could be employed in understanding the relevance of public health evidence, and investigate ways of producing meta‐analytic estimates tailored to reflect local circumstances, based on analyses of secondary data. Currently, public health decision makers face challenges in interpreting global review evidence to assess its meaning in local contexts. A lack of clarity on the definition and scope of generalisability, and the absence of consensus on its measurement, has stunted methodological progress. The consequence of failing to tackle generalisability means that systematic review evidence often fails to fulfil its potential contribution in public health decision making. Three approaches to address these problems are considered and emerging challenges discussed: (1) purposeful exploration after a review has been conducted, and we present a framework of potential avenues of enquiry and a worked example; (2) recalibration of the results to weight studies differentially based on their similarity to conditions in an inference population, and we provide a worked example using UK Census data to understand potential differences in the effectiveness of community engagement interventions among sites in England and Wales; (3) purposeful exploration before starting a review to ensure that the findings are relevant to an inference population. The paper aims to demonstrate how a more nuanced treatment of context in reviews of public health interventions could be achieved through greater engagement with existing large sources of secondary data. [ABSTRACT FROM AUTHOR]

International Union for the Conservation of Nature (IUCN) guidelines state that anticipated impacts must be considered in wildlife reintroduction, including the impacts on humans. Further, since reintroduction projects can be halted by resulting human–wildlife conflicts or human–human conflicts about wildlife, the perceptions of stakeholders and publics are of great importance. Eurasian beaver (Castor fiber) reintroduction is being debated in Great Britain at a devolved level. A decision has already been taken in Scotland to allow beavers already present to remain, while a number of reintroduction trials are taking place in England (both fenced and unfenced). There are also proposals for a reintroduction trial in Wales. We use a sub‐set of results from a nationwide survey (n = 2,759) to identify four social areas that we propose decision‐makers should consider in the debate: key stakeholder perceptions; engagement methods; attitudes towards legal protection and management responsibilities; and support for management techniques. In this paper, we investigate the complex social dimensions of wildlife reintroduction and we argue that emphasis should be placed on the need to recognise societal perceptions of potential management solutions, beyond perceptions of reintroduction itself. This is paramount in order to develop a management strategy that is more likely to garner social support and reduce potential future conflicts, should beaver reintroduction proceed. [ABSTRACT FROM AUTHOR]

This paper reports teacher and learner perspectives on how assessment and reform influences pedagogical practices and behaviours. The research was conducted in a context of policy reform, at a time when Wales' revised General Certificate of Secondary Education (GCSE) specifications had been implemented, and learners were preparing for their assessments; but, also during the period of debate on the development of Wales' new curriculum, which has taken a distinct and contrasting position on assessment to the assumptions underlying the reform of Welsh GCSEs implemented from 2015. These data, therefore, offer unique insights into the affordances and limitations of two sharply contrasting systems at a time of considerable change, offering reflections on the current curriculum and its attendant assessment practices, and also a prospective analysis of how the principles embedded in the new curriculum could challenge these existing assumptions and conventions. Findings suggest that teachers and learners currently inhabit an assessment‐driven system, which encourages performative practices in pedagogy and is governed by external accountability; and that these practices are at odds with the principles of assessment articulated in Successful Futures. Consequently, teachers in this study expressed uncertainty about how assessment for certification purposes at GCSE could be compatible with the principles of the Curriculum for Wales. [ABSTRACT FROM AUTHOR]

The National Institute for Health Research (NIHR) aims to improve national 'health and wealth' by providing infrastructural support to enable clinical research in National Health Service settings in England and Wales. Cognisant of the consequences of studies' failure to achieve required numbers of participants, it also actively campaigns to promote patient awareness of research, and willingness to participate in trials. In this paper, we analyse recent NIHR campaigns and policies designed to encourage patients to participate in clinical research to interrogate how they are implicated in the national bioeconomy. In doing so we expand the notion of 'clinical labour' to include the work of patient recruitment and highlight an emergent obligation on patients to contribute to research processes. Whereas once patient knowledge and experience may have been devalued, here we draw on the concept of 'assetisation' (Birch 2012) to explore the emergent relationship between healthcare system and patient as research participant. We consider how patients' contribution goes beyond the provision of standardised objects of valuation so that patients themselves may be perceived as assets to, not only recipients of, the national healthcare system. [ABSTRACT FROM AUTHOR]

Until the latter part of the twentieth century, Iron Age burial in Britain was thought to be largely archaeologically invisible. However, over the last 40 years the recovery of large assemblages of human remains, often from pits and ditches rather than beneath monumental structures, has changed our understanding of Iron Age funerary practices. The problem, though, is that the majority of this material derives from core areas of study, particularly southern England and Yorkshire. Our knowledge of burial in the more peripheral areas of Britain, such as Wales, is much more poorly understood. The perceived paucity of burials from such regions is often still interpreted as resulting from the practice of archaeologically invisible disposal methods such as excarnation or the scattering of cremated remains. This paper presents a comprehensive review and analysis of Iron Age human remains in Wales. Although the resource for study is relatively small, a variety of practices, disposal methods and treatments of bodies can be recognized which challenge our current narratives. The scarcity of burials when compared to other parts of Britain, such as Wessex, is suggested to be a result of both poor preservation and bias in archaeological research strategies, rather than the dominance of an 'invisible' burial rite. [ABSTRACT FROM AUTHOR]

Since the 1970s, there has been growing academic interest in children and young people living in state care and, more recently, in the lives of disabled children. However, there has been little attention on the lives of disabled children who are looked after by the state. This paper compares and critiques what is known about the numbers of disabled children who are looked after in England, Northern Ireland, Scotland and Wales. We discuss the conceptual and methodological limitations of systematically collecting data on disabled children in state care across the UK. We argue that to ensure that the rights of disabled children in state care are identified, acknowledged and upheld, ‘being counted’ is a fundamental first step. [ABSTRACT FROM AUTHOR]