Search

This study explores the education of young Polish female refugees in postwar Britain, and the implications of the establishment of the Committee for the Education of Poles, a body brought into being on April 1, 1947, as a consequence of the passage of the Polish Resettlement Bill in March 1947 (the first ever British legislation dealing with mass immigration). It examines the newly introduced grammar schools for girls, the challenges raised for these new educational establishments, and the strategies introduced by the British authorities in order to cope with the growing numbers of Polish adolescents entering the country after World War II. Based on archival records and supported by oral interviews, the sample case studies presented herein highlight one way in which the young Polish community was rehabilitated in exile at the start of their path towards civic integration. They highlight the key importance of education to that pathway. The studies presented here provide an insight into the experiences of, and challenges faced by, young Polish women during the Process of their education and resettlement. Thanks to extant school reports, it has been possible to ascertain not only the practical and financial problems that impacted the schools presented in the paper, which operated under the auspices of the Committee for the Education of Poles, but also their slow, but steady improvement over time. The paper provides clear evidence that it was thanks to the Committee that a significant proportion of the younger generation of Poles managed to acquire the qualifications needed to secure their first jobs and ultimately a career in industry or business and so play a useful part in the economic life of Great Britain and her overseas territories. [ABSTRACT FROM AUTHOR]

This paper discusses the digital transformation journey of a small and medium enterprise (SME) based in the UK. With the proposed digital transformation archetype, the paper highlights the improvement in various key performance indices (KPIs) for the case SME. The core KPIs and operational KPIs show improvement through the technology adoption as part of the digital manufacturing initiative. While embracing technology, such as Industry 4.0, it is important to highlight the importance of the change and other benefits of technological changes. The paper uses socio-technological system principles to achieve a successful transition. An action research approach and a specific soft system thinking methodology known as Process-Oriented Holonic (PrOH) modeling were used in this paper. A digital twin architecture is presented in the paper that showcases the use of integrated technologies for a digital manufacturing roadmap. [ABSTRACT FROM AUTHOR]

Objective: Pharmacotherapeutic Follow-up is the Professional Pharmaceutical Care Service aimed at detecting Drug-Related Problems for the prevention and resolution of negative medicine outcomes. The Dader Method is considered a clear and simple tool to develop Pharmacotherapeutic Follow-up. This research aims to analyze the evolution of the international scientific production related to Pharmacotherapeutic Follow-up and the Dader Method to show the current situation of this Professional Pharmacy Assistance Service. In addition, from the data obtained, we give a critical perspective on the implementation of the Dader Method in Community Pharmacy, considering its advantages and disadvantages based on the published scientific literature. Methods: Using bibliometrics tools, indicators were obtained to analyze the international production of scientific articles on Pharmacotherapeutic Follow-up and the Dader Method during the period (1999-2022) through the Scopus database. Results: The results showed a growth in the international scientific production of publications on Pharmacotherapeutic Follow-up, obtaining 30,287 papers, placing the United States, the United Kingdom, Australia, Canada and Spain as the five most productive countries. The publication of 83 papers on the Dader Method places Spain with the highest number of publications, followed by other Spanish or Portuguese speaking countries, among which Brazil and Colombia have the most prominent number of published papers in Latin America. The most frequent international journal covering the topic of Pharmacotherapeutic Follow-up was the American Journal of Health-Pharmacy (12.4%), while on the Dader Method, the journal Pharmaceutical Care Spain (21.7%) is in the first position, followed by Farmacia Hospitalaria (8.4%). Conclusion: The publications on the Dader method highlighs the greater productivity of the University of Granada and the author María José Faus Dáder. The inclusion of patients in the PTF service using the Dader Method, is more frequent in the hospital context, and is based on the presence of defined chronic pathologies (mainly diabetes), polymedication or specialized care follow-up, with elderly population being the most represented in all cases. [ABSTRACT FROM AUTHOR]

Aims: To explore any changes in the perceived gender and affiliation of first authors of papers published in the British Journal of Orthodontics (BJO) and Journal of Orthodontics (JO), over the last 50 years. Methods: Electronic hand searches of the BJO and JO from 1973 to 2021, were undertaken to identify research and clinical papers published the first volume of the BJO (1973-74) and then the first two volumes of each subsequent decade i.e. 1980-81; 1990-91 to 2020-21. Articles such as Editorials, Product Updates and Abstract summaries, were excluded. The perceived gender of the first author was identified from their forename, internet sources and/or personal knowledge, where possible. The country of the first author's affiliation was identified from the author details stated in the papers. The countries were then grouped into geographical areas. Results: A total of 385 papers were identified with a steady increase from 1973 to 2021. There was a statistically significant increase in papers published by authors who were perceived to be female (odds ratio 8.33; 95% CI 4.75, 14.64). The increase in papers published by non-UK affiliated first authors was significant (odds ratio 5.01; 95% CI 2.78, 9.02). Conclusions: The Journal has seen a significant change, over the last 50 years, in its authorship profile from nearly exclusively male, UK based authors to more than 60% of published papers having a first author who was perceived as being female and 37% originating from outside the UK. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to better understand how emerging artists use information to navigate the transition out of university, using their changing ideas of failure, success, information literacy (IL), and transition to frame the qualitative data. A literature review is used to frame the current understanding of emerging artists and feed into the creation of the interview questions. Four emerging artists participated to elicit qualitative accounts. Descriptive and process coding was used to analyse the interviews to form the findings. The findings present how emerging artists use information to shape their criteria for success and failure during the transitional period after leaving art school education. Three core information practices -- sharing, feeding, and balancing -- were observed within the interviews. With this framing insights into the emerging artists' past (learning from historic failings) and the future (envisioning future success) begin to be formed. Furthermore, this paper contributes to the knowledge of emerging artists' information practices, including the impact of their digital media usage and self-referencing as IL. The study uses the work of other IL scholars with the information practices of emerging artists and frames them through three key ideas: IL, transition, and success and failure. This intersection of study has not been explored previously. The results will provide direction for information professionals serving emerging artists, and for art educators preparing their students for their careers outside of university. It also deepens the understanding of the field of transition and information practices of new practitioners across fields. [ABSTRACT FROM AUTHOR]

This paper examines the role of planning in addressing concerns about safety for women. The paper recognizes that safety has once again become a matter of public interest in the UK. We examine the ways in which safety has been included within the UK Women and Planning Movement in the past, and the ways it is being articulated today. We argue that a narrow focus on safety is problematic and fails to engage with the breadth of the Women and Planning Movement. We use Sen’s (1992) Capability Model to propose ways in which a focus on safety be improved through a more holistic engagement with the Women and Planning Movement’s insights. We conclude that doing so will address many of the wicked (Rittel and Weber, 1973) issues planners seek to respond to. [ABSTRACT FROM AUTHOR]

Purpose: With access to the large-scale search data from Rightmove plc, the paper firstly indicated the possibility of using user-generated data from online property portals to predict housing market activities and secondly embraced a GIS approach to explore what people search for housing and what they chose and investigated the issue of mismatch between search patterns and revealed patterns. Based on the analysis, the paper contributes a visual GIS-based approach which may help planners and designers to make more informed decisions related to new housing supply, particularly where to build, what to build and how many to build. Design/methodology/approach: The paper used the 2013 housing search data from Rightmove and the 2013 price data from Land Registry with transactions made after the search period and embraced a GIS approach to explore the potential housing demand patterns and the mismatch between searches and sales. In the analysis, the paper employed the K-means approach to group prices into five levels and used GIS software to draw maps based on these price levels. The paper also employed a simple analysis of linear regression based on the coefficient of determination to investigate the relationship between online property views and values of house sales. Findings: The result indicated the strong relationship between online property views and the values of house sales, implying the possibility of using search data from online property portals to predict housing market activities. It then explore the spatial housing demand patterns based on searches and showed a mismatch between the spatial patterns of housing search and actual moves across submarkets. The findings may not be very surprising but the main objective of the paper is to open up a potentially useful methodological approach which could be extended in future research. Research limitations/implications: It is important to identify search patterns from people who search with the intention to buy houses and from people who search with no intention to purchase properties. Rightmove data do not adequately represent housing search activity, and therefore more attention should be paid to this issue. The analysis of housing search helps us have a better understanding of households' preferences to better estimate housing demand and develop search-based prediction models. It also helps us identify spatial and structural submarkets and examine the mismatches between current housing stock and housing demand in submarkets. Social implications: The GIS approach in this paper may help planners and designers better allocate land resources for new housing supply based on households' spatial and structural preferences by identifying high and low demand areas with high searches relative to low housing stocks. Furthermore, the analysis of housing search patterns helps identify areas with latent demand, and when combined with the analysis of transaction patterns, it is possible to realise the areas with a lack of housing supply relative to excess demand or a lack of latent demand relative to the housing stock. Originality/value: The paper proves the usefulness of a GIS approach to investigate households' preferences and aspirations through search data from online property portals. The contribution of the paper is the visual GIS-based approach, and based on this approach the paper fills the international knowledge gap in exploring effective approaches to analysing user-generated search data and market outcome data in combination. [ABSTRACT FROM AUTHOR]

This paper considers how many of the Communist refugees — German, Austrian and German-speaking Czechs — who were in exile in Britain during the Second World War, followed the dictates of the Party and returned home after the war to help rebuild their war-torn countries physically, politically, economically and socially. While the British authorities permitted the Czechs, as 'friendly aliens', to leave without too much delay, obstacles were put in the way of the German and Austrian refugees who frequently could not leave Britain until late 1946 or thereafter. The paper examines the relations between frustrated refugees and British officialdom as well as the reception the refugees received from their compatriots on their eventual 'homecoming'. Generally speaking, the returning Communists did not fare well. In Austria, the returnees, many of whom were of course Jewish, were met with continuing antisemitism as well as anti-communism; in Czechoslovakia, as the Cold War set in, some were arrested while others fled once again; and in the GDR, the preferred destination of the returning German Communists, the label of 'Westemigrant' could prove a considerable handicap. All in all, despite the initial idealism, the common experience was one of disillusion and disappointment. [ABSTRACT FROM AUTHOR]

Background: Amelogenesis imperfecta (AI) and dentinogenesis imperfecta (DI) are two groups of genetically inherited conditions resulting in abnormal enamel and dentin formation, respectively. Children and young people may be adversely affected by these conditions, with significant reduction in oral health related quality of life. Dental management of children with AI and DI is often complex, which is exacerbated by the absence of clear referral pathways and scarce evidence-based guidelines. Method: The need for increased knowledge and peer support led to the development of a group of UK paediatric dentists with a special clinical interest in the management of children with AI and DI. Purpose: The aims of this paper are to describe the establishment of an AI/DI Clinical Excellence Network (AI/DI CEN) in paediatric dentistry including outputs and future plans, and to share our collective learning to help support others anywhere in the world advance the care of people with AI or DI. [ABSTRACT FROM AUTHOR]

This paper is framed by Nick Zepke's, Vicki Trowler's, and Paul Trowler's concept of student engagement being "chaotic", suffering from "indigestion" and "fuzziness". This study was conducted at a UK higher education institution that recently moved to a "block and blend" delivery approach. We investigated what students and staff think engagement looks like in an intensive block and blend learning context. Data were gathered from students and staff via an online survey, which consisted of both scaled and openended questions. Findings are synthesised in an elemental map, providing a comparison of students and staff perceptions of engagement. Specifically, students and staff thought engagement in an intensive block and blend context entailed participation and active learning; a mindset that included enthusiasm, interest, focus, and enjoyment; timely completion of assessments; relationships with peers and tutors; doing more than required, such as completing extra readings; and accessing help and support. Participants also identified attendance as an indicator of student engagement and determined that the university has a responsibility to create learning environments to foster student engagement. Overall, the study findings point to elements of student engagement that may be designed into intensive block and blend learning environments. These approaches are also relevant to other similar intensive learning contexts. [ABSTRACT FROM AUTHOR]

The recent increase in the number of higher education institutions adopting block teaching has prompted questions about the appropriateness of assessment methods that were commonly used in a semesterised delivery model. This paper explores student and faculty perceptions of summative assessment methods in a block and blend mode of delivery at a higher education institution in the United Kingdom. In this study, we used a convergent mixed methods approach to explore student and faculty perceptions of different assessment methods as accurate evaluations of learning using surveys, combining Likert-type and open-ended questions. The findings highlight how traditional, single assessment methods occurring at the end of a block were perceived as less accurate in evaluating learning when compared to multiple smaller assessments that occur throughout a block. The thematic analysis revealed the latter was perceived as allowing for a broader range of skills to be evaluated while simultaneously facilitating effective workload management and timely feedback. These outcomes indicate the need for assessment redesign that considers the characteristics of a block and blend mode of delivery and illuminates the shared perception of students and faculty that multiple smaller assessments are more accurate evaluations of learning. Further research with larger, more diverse samples, accommodating for different fields of study, could further our understanding of effective assessment methods and inform our practice in a block and blend mode of delivery. [ABSTRACT FROM AUTHOR]

This study examined how academic staff responded to a cross-institutional change initiative to integrate immersive scheduling into the first-year undergraduate curriculum. Immersive scheduling, also referred to as block or compressed delivery, sought to create a supportive first-year experience, to ease students' transition to university. Adopting an immersive approach is associated with considerable change as academic staff adapt their practice to accommodate the compressed time frame of modules and embrace learning and assessment methods associated with this delivery format. In this study, we undertook semi-structured interviews with 17 academics who were leading the development and delivery of immersive modules or supporting the teaching and learning initiative. Our data indicated that academics played a significant role in the acceptance or rejection of the vision for immersive scheduling. Acceptance was reliant on academics recognising value in the vision, and this varied depending on the extent to which it resonated with local practice. In some cases, the move to immersive scheduling represented a valued opportunity to update pedagogic and assessment practices. However, in other contexts, academic resistance led to dilution of key elements of the vision, with compliance rather than innovation being the outcome. This study also highlights the value of using a combination of module delivery formats to mitigate recognised drawbacks associated with immersive delivery. We conclude this paper by proposing recommendations to support the future development of immersive scheduling in higher education institutions. [ABSTRACT FROM AUTHOR]

In this paper we study the dimension of time in social security, namely, the requirement of claimants to adopt a particular temporality in return for entitlements. We focus on the temporal rules and mandates of Universal Credit (UC), a unified benefit in the United Kingdom that delivers payment to claimants through a dynamic, automated means-testing system. UC imposes temporality through a monthly assessment period, a unit of time that UC has made infrastructural through an automated payment system. From our empirical study, we offer two sets of examples of how UC's particular temporality shapes claimant experience of the benefit. In these cases, the monthly assessment period conflicts with other temporalities that claimants must contend with -- those set by employers through their employer payment cycle, in one, and the timeframes dictated by childcare providers and the practical needs of people with young children in the other. In both cases, a temporal mismatch leads to a loss of entitlement, a phenomenon we call temporal punitiveness. [ABSTRACT FROM AUTHOR]

The targeted digital advertising infrastructures on which the business models of the social media platform economy rest have been the subject of significant academic and political interest. In this paper, we explore and theorise the appropriation of these infrastructures -- designed for commercial and political advertising -- by the state. In the U.K., public sector bodies have begun to repurpose the surveillance and messaging capacities of these social media platforms, along with the influencer economy, to deliver targeted behaviour change campaigns to achieve public policy goals. We explore how frameworks of behavioural government have aligned with Internet platforms' extensive infrastructures and the commercial ecologies of professionalised strategic marketing. We map the current extent of these practices in the U.K. through case studies and empirical research in Meta's Ad Library dataset. Although the networks of power and discourse within the ad infrastructure are indeed acting to shape the capacities of the state to engage in online influence, public bodies are mobilising their own substantial material networks of power and data to re-appropriate them to their own ends. Partly as a result of attempts by Meta to restrict the targeting of protected characteristics, we observe state communications campaigns building up what we term patchwork profiles of minute behavioural, demographic, and location-based categories in order to construct and reach particular groups of subjects. However, rather than a clear vision of a 'cybernetic society' of reactive information control, we instead find a heterogeneous and piecemeal landscape of different modes of power. [ABSTRACT FROM AUTHOR]

This paper explores how AI policy documents mediate the stabilization of socio-technical assemblages. It does so by developing the theory-methods package of 'discursive infrastructuring' and applying it to the U.K.'s National AI Strategy. By centering the conceptual slipperiness of emerging technologies such as AI, this framework sheds light on how policy documents work to stabilize emerging socio-technical assemblages comprising specific actors, ideologies, flows of capital, and relationships of power. In the context of the National AI Strategy, discursive infrastructuring reveals how the document stabilises: AI as an autonomous and inevitable force; a technical/social dualism which privileges the technical over the social in driving innovation; the 'heroic engineer' as an individual, masculine and rational archetype; and, the U.K. as a dominant and modernising player on AI's global stage. This assemblage does not only exist in the document's words; it is translated into practice through the funding of institutions, the centring of technical pedagogies of AI, and the opening of visa routes for 'globally mobile individuals'. The application of 'discursive infrastructuring' to the National AI Strategy thus elucidates the constitutive role of policy discourse in stabilising politically situated material-semiotic conceptions of AI. [ABSTRACT FROM AUTHOR]

This paper deals with the role of the scholarship of teaching and learning (SoTL) among staff on teaching-only con-tracts in UK higher education, particularly in contrast with the activities of researchactive staff. Drawing on the results of a quantitative study carried out during the summer of 2021 among modern foreign language teachers in 64 UK universities, the questions of the status and purpose of SoTL are addressed. The results of the survey show that, beyond the traditional two-tier division of academic labour based on the research vs. scholarship dichotomy, a third group of academic staff with no research or SoTL responsibilities has emerged in recent years. The paper concludes with recommendations to review the existing divisions between staff on research, SoTL and teaching-only contracts in order to create a more inclusive academic environment where individuals in different types of academic posts can fulfil their scholarly potential. [ABSTRACT FROM AUTHOR]

Knee arthritis occupies a significant proportion of the musculoskeletal burden in the UK. Total knee arthroplasty currently comprises the mainstay of treatment. There has been a shift towards treating isolated unicompartmental osteoarthritis with bone-preserving surgical techniques, in the form of realignment osteotomy or unicompartmental arthroplasty. There are significant data regarding the survivorship of unicompartmental knee arthroplasty from the National Joint Registry data. Similar registry data are not available for osteotomy surgery yet, but the evidence suggests that unicompartmental knee arthroplasty has greater survivorship. Osteotomies can, however, deliver higher functional return. For both techniques to succeed, it is imperative that rigorous surgical decision-making, with regards to patient selection, should be followed. This paper discusses the basis for these principles and their importance in delivering optimal care. Often, these two surgical techniques are promoted as being mutually exclusive; this paper argues that, in fact, they are part of a complementary algorithm that can deliver the best outcome to the appropriately selected patient. [ABSTRACT FROM AUTHOR]

Learning Development is a field of practice concerned with supporting students to develop their study skills, including academic and assessment literacies. It is strongly rooted in values that are studentcentred, collaborative and emancipatory rather than remedial or deficit. However, in the wider dominant culture of UK HE institutions, Learning Developers are often placed in an implicitly hierarchical relationship with students, "giving advice and guidance", at odds with these values. Without a clear model for practice to help them enact their values in a student-centred and dialogic way, Learning Developers may risk pathologizing the student, depriving them of agency and expertise, in an overly prescriptive and instrumental approach to skills development. This paper explores formulation, a core skill in Clinical Psychology, and its applicability in Learning Development. Formulation is a method of integrating theory and practice, clinical expertise with the client’s own experience and insight, through its meaning to the client. With a focus on equality, person-centred practice and co-created meaning, it is well aligned to Learning Development values. This paper examines how formulation can be adapted for Learning Development one-to-one work and other forms of provision, and proposes a practical model, the Five Ps of LD, which integrates multiple perspectives with longitudinal, cross-sectional and socio-cultural factors into a holistic shared understanding of the Learning Development need. [ABSTRACT FROM AUTHOR]

The concepts of ‘graduateness’ and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of ‘skills’ acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa). This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have farreaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community. [ABSTRACT FROM AUTHOR]

Academic developers work with colleagues from every discipline to facilitate learning about teaching, learning and assessment. Boud and Brew (2013) called for academic development to be significantly ‘closer to everyday practice’ while also recognising development involves extending notions of what ‘practice’ is. Moreover, Loads and Campbell (2015) called for greater authenticity of academic development: questioning and challenging custom and practice within disciplines in higher education. So how do academic developers, tasked with redeveloping their mandatory Postgraduate Certificate in Academic Practice (PGCAP), create an authentic and practical programme? Especially one that extends the scope of teaching practice, transforms curricula and assessment and meets strategic objectives around developing student literacies, graduate attributes and strengthening engagement in continuing professional development (University of Glasgow, 2015, 2021). This good practice example showcases the curricula design process of redesigning a cross-institutional PGCAP programme at a UK university, to one that has a strong focus on everyday academic practice, while also adopting authentic learning activities and practical assessments to unlock the creative pedagogical potential of early career academics, and build their confidence. The aim of the redesigned curricula being to encourage collaboration across disciplines, reflection, and learning beyond ‘normal’ and customary practices within disciplines. This paper also discusses the results of a mixed methods survey of academic colleagues (as students) studying the PGCAP, exploring their perceptions of the programme’s authenticity, its practicality, as well as the value of learning activities and assessments and, importantly, the impact on their practice. In terms of implications for practice, this paper encourages readers to consider how they could develop their own curriculum, introduce greater authenticity, and move away from deficit models of academic development. [ABSTRACT FROM AUTHOR]

This paper discusses the establishment of the first Protestant church in midnineteenth-century Jerusalem, under Ottoman rule, relying mainly on British Foreign Office archives. It begins with an introduction to the geopolitical context for the spread of Protestantism in Greater Syria, with particular focus on Palestine, including Britain's initial diplomatic efforts to achieve this goal and the challenges it faced on different fronts. The discussion situates these challenges and the ways Britain overcame them within the context of Ottoman imperial regulations, which recurringly stalled or halted construction efforts. As a result, Britain's hopes of establishing a Protestant church in Jerusalem, and the Ottoman sultan's frequent obstruction of these efforts, reflect the layered British-Ottoman relations in the nineteenth century. The paper ends with an examination of the ways the British government managed to secure an Ottoman permit (firman) issued by the sultan, that allowed the completion of the church's construction in 1849. [ABSTRACT FROM AUTHOR]

There are almost 90 million forced migrants around the world, many of whom could benefit from online higher education, and yet there is evidence that displaced people face challenges in online learning environments. This paper reports on a study in the context of a UK university's master's-level distance learning program that offers Sanctuary Scholarships to forced migrants. The study's aims were: (1) to identify practical ways in which higher education institutions can support displaced learners to engage in online learning, and (2) to add to our theoretical understanding of refugees' and asylum seekers' engagement in online degree programs. The methodology included a theoretical and an empirical component. In the theoretical analysis, the indicators from Redmond et al.'s (2018) Online Engagement Framework were mapped onto capability lists drawn from the literature on the Capability Approach, generating a set of proposed underpinning capabilities for online engagement. The empirical analysis, which was carried out in parallel, was based on semi-structured interviews with ten online Sanctuary Scholars. Thematic analysis of the empirical data showed how the research participants had enacted behavioral, emotional, cognitive, social, and collaborative engagement and revealed some of the ways in which engagement fueled further engagement, alongside the mediating role of personal agency. When combined with the theoretical analysis, the findings enabled the creation of a capabilitarian online engagement model. The paper concludes with a discussion of the implications for institutional policies and practices around learning design and delivery to support online engagement among displaced learners, and potentially also among other underrepresented students. [ABSTRACT FROM AUTHOR]

Industrialized countries have increasingly used skill-based selective migration policies to reduce labor and skill shortages. But are these policies effective? This paper uses Japan and the United Kingdom to illustrate how immigration policy and employment, training and labor practices influence labor and skill supply. Until recently, these two countries had different migration policies and labor practices. Yet data shows similar patterns of labor and skill shortage profiles in both countries. This paper draws on empirical research to argue that such outcomes suggest that immigration policies will not alleviate labor and skill shortages unless accompanied by the transformation of employment and training practices. [ABSTRACT FROM AUTHOR]

Introduction: This paper draws on a study and its findings that set out to explore why some students appear to thrive, turning placement experiences into positive empowering opportunities despite the challenges, where others may not. Findings established a broader application beyond placements to inform curriculum design and delivery that nurtures professionalism, competence and identity from pre-admission to transition into practice as a journey of growth and development. Method: A mixed-methods approach was adopted. Questionnaires and interviews gathered data from two cohorts in traditional (n = 25) or role-emerging placements (n = 13). An interpretive approach was employed for the qualitative data. The quantitative data underwent statistical analysis. Findings: Students in role-emerging placements scored higher in resilience prior to and developed greater resilience as a consequence. These students scored higher in traits of openness, conscientiousness, extraversion and agreeableness and were more emotionally stable compared with students in traditional placements. Agreeableness was positively correlated with greater resilience in these students. Conclusion: Curricula design and delivery should embed opportunities throughout programmes of study enabling students to nurture an openness to new experiences, with positive risk taking, building an ability to thrive. Understanding individual differences in students informs the development of competence and identity pivotal for transition into practice. [ABSTRACT FROM AUTHOR]

Copyright of Proceedings of the Prehistoric Society is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• A national collaborative exercise carried out in 2020 within the UK. • The exercise investigated fingermark visualisation on wrapping paper. • Variation in the approach to this exercise was expected due to its complex nature. • Key learning points and lessons learnt were identified. In 2020, the Defence Science and Technology Laboratory organised and ran what is believed to be the first UK national collaborative exercise of its kind in the field of fingermark visualisation, on behalf of the Forensic Science Regulator. Laboratories were provided with a piece of wrapping paper, a challenging item for fingermark visualisation due to its semi-porous characteristics, both from a planning and processing perspective, and asked to treat it as a major crime exhibit. Due to the complexity of the substrate, variation in approach was anticipated. 23 laboratories from 21 organisations completed the exercise. In general, laboratories performed well, providing assurance to the Forensic Science Regulator regarding their ability to visualise fingermarks. Key learning points were identified around decision-making, planning and implementation of fingermark visualisation processes – all of which assist in raising the level of understanding around the likely success of fingermark visualisation. Lessons learnt, along with the overall findings, were shared and discussed in a workshop held in summer 2021. The exercise provided a useful insight into the current operational practices of participating laboratories. Areas of good practice were identified as well as the areas within the laboratories' approach that could be altered or adapted. [ABSTRACT FROM AUTHOR]

Challenged by complex problems and the speed of technological, social, and environmental change, the joint approach of Lean Management and the Agile Mindset has been explored in business as a management model. This paper aimed to carry out a bibliometric analysis of Lean Agile Management, pointing out trends in scientific research. To this end, an exploratory and descriptive study was developed, with a quantitative approach and based on secondary data from the Web of Science and Scopus, between 1994 and 2022. Bibliometric indicators pointed to 1808 different papers in 897 sources, with 18 citations per paper, and higher scientific productivity of U.S. (276), India (221), and UK (191), with production peaks in 2018 and 2021, suggesting the diffusion and contemporaneity of the research topic. The laws of bibliometrics were not met for this research subject, and dense networks of collaboration and co-citation among researchers were identified, mainly in four application domains, including supply chain, manufacturing, sustainability, and software development as corroborated by the word network. [ABSTRACT FROM AUTHOR]

Launching into space was once the pursuit of super-power nations, who, during a period of international tensions, competed to be the first--the first into space and the first to the Moon. While the United Kingdom (U.K.) had a similar appetite it never achieved a space launch from its national soils, often thwarted by political and economic constraints. This said, the U.K. has played a key role, working alongside other nations in technological advancements related to space. This paper revisits the historical legacy of the U.K.'s space ventures and its space policies before comment is made to the current strategy and future vision. The approach is interdisciplinary and factors in semi-quasi case studies, particularly factoring in the European Space Agency. The findings are that the U.K. is returning to its original goal, with a renewed appetite to be a global leader in space launches, while also aiming to protect national interests which have necessitated closer alignment of the civil and defense space strategies. [ABSTRACT FROM AUTHOR]

Dementia is an umbrella term used to describe a group of symptoms characterised by behavioural changes, loss of cognitive and social functioning brought about by progressive neurological disorders. It is estimated that around one million people live with a dementia in the UK, with that figure set to rise to 1.2 million by the year 2040. We are learning more about the risk factors for developing dementia over the life course. This paper discusses the non-modifiable and modifiable risk factors for dementia and considers health promotion and health education activities that can be used by community nurses. [ABSTRACT FROM AUTHOR]

Unpaid caregiving is a worldwide phenomenon. 42% of women cannot secure jobs because they are responsible for caregiving. Women and girls undertake more than 75% of unpaid care work in the world. The UN Sustainable Development Goals 5 and target 5.4 aim to promote the rights and well-being of women and care providers but will remain unattainable if the rising trend in unpaid care work is 'unchecked'. To interrogate present developments in unpaid care work, this article critically examines the trend in three countries: the United Kingdom, Nigeria, and Ghana. This study is important because, despite years of awareness, there appears to be an uneven change in the situation of unpaid care work globally. Gender stereotypes continue to be a cultural concern. This paper leveraged the Altercasting Theory and textual content analysis method. The study concludes that there is still a need to improve the situation of unpaid care work as it is not adequately indexed in the national economic indicators of some countries. [ABSTRACT FROM AUTHOR]

This study aimed to reveal the trend of research on e-assessment in the field of educational sciences through scientific mapping and bibliometric analyses. For this purpose, the numerical distribution of research on e-assessment, citation analysis, research themes and the change of trend topics were examined. The publications to be examined were selected from WoS database according to PRISMA model, and 911 studies were included in the analysis. VOSviewer, Biblioshiny, Smart Bibliometrics and Leximancer software were used in data analysis. Apparently, there has been a significant increase in the number of research since 2005, and publications have been mostly produced in form of articles and papers. The most cited and the most productive countries are the USA, the United Kingdom and Australia, while the most cited journals are Assessment & Evaluation in Higher Education and British Journal of Educational Technology. An analysis of the keyword map revealed that the themes of technology and motivation, blended learning and collaboration, interaction and innovative approaches, validity and reliability, higher education, quality, basic disciplines and Covid-19 were frequently emphasized in the studies on e-assessment. An analysis of trend topics by years showed that, between 2010 and 2021, the trend topic distribution changed to include topics such as Covid-19, academic integrity, engagement, cheating, case study, and higher education. All these findings reveal that e-evaluation activities have displayed a development and transformation over time with the effect of developing technology, the pandemic, the spread of e-learning, the expansion of communication opportunities and many other factors. [ABSTRACT FROM AUTHOR]

In July 2021 Andreas Mytze died in London, where he had lived since the mid nineteen-eighties. Based on his extensive archive as well as his published material this paper offers an assessment of his contribution to Exile Literature and Exile Studies in the various areas in which he was active. As a seller of second-hand books, he sourced exile literature, completed, circulated and published lists of this stock, much of it rare and difficult to obtain. As a publisher he redressed this deficiency by re-publishing rare or forgotten works of exiled authors and offering contemporary authors, particularly those living in Great Britain, an opportunity to place material which held little attraction for conventional publishing houses. Finally, at a time when Exile Studies was in its infancy, as editor of the journal europäische ideen, he used his skills as an investigative journalist to source and publish documents and correspondence which provided scholars in the field with valuable source material. [ABSTRACT FROM AUTHOR]

Widening participation has been a vehicle to facilitate access and support towards the successful completion of university studies for underrepresented groups who are less likely to pursue higher education. Yet, despite its widely accepted importance and adoption across countries such as Australia and the United Kingdom, studies to date remain largely fragmented -- often employed through the lens of a single institution, or a particular priority group. Amidst this backdrop, universities and other higher education providers are increasingly probed as to their role in supporting social capital mobility, of which widening participation plays a vital component in delivering wider societal imperatives. In addition, the COVID-19 effect has worsened university participation and completion rates, as the global pandemic has placed vulnerable students (often those involved in widening participation initiatives) in more precocious conditions than ever before. Nevertheless, the purpose of this paper is to conduct a systematic literature review comprising 102 journal articles that derive 15 meta-themes to provide a timely introspection of widening participation, show key trends over time, and chart future areas of investigation for scholars and practitioners in this space. [ABSTRACT FROM AUTHOR]

Due to its progressive nature, dementia is now the leading cause of death in England and Wales, so a palliative approach to care is beneficial because of its emphasis on supportive care. Many people with dementia also have other comorbid health conditions common in older age, that in themselves may induce pain. However, people with dementia may have difficulty in understanding what they are feeling and in describing and locating the pain due to having issues with communicating their needs as their dementia progresses. This paper considers the recognition, assessment, treatment and management of pain in older people with dementia. It introduces the learner to what is known about the subject and why it is important to know the person's past history and previous ways of self-managing pain and discomfort using information gained from their family, carers and friends. [ABSTRACT FROM AUTHOR]

Lameness is a significant health and welfare issue in farmed animals. This paper uses a governmentality approach, which focuses on how a problem is made governable, to examine an emerging 'ecology of devices' introduced to intervene in, and attempt to reduce, on-farm incidence of lameness. These devices are associated with advisers who work with farmers on-farm; they enact lameness as a governable entity, are tools to assess the existence of lameness against established norms, and prescribe actions to be taken in response to evidence of lameness. In doing this they subjectify farmers and advisers into seeing and responding to lameness in particular ways. Using concepts of governmentality alongside other perspectives on the power relations and the simplifications and complexities involved in interventions in animal health and farm practice, the paper draws on in-depth research with advisers including vets and other paraprofessionals who work with farmers, and their cows and sheep. It explores how this set of devices introduces particular techniques and practices in lameness management, and produces farmer and adviser subjectivities. It then explores some of the problematics of this mode of governing lameness, including analysis of the limitations and unintended consequences of attempts to simplify lameness management. The paper concludes by arguing that its approach is valuable in analysing ongoing intensification of interventions in farming practices and in understanding the limits of such interventions and the unanticipated divergences from expected conduct. • A governmentality approach to livestock lameness provides valuable insight into recent attempts to reduce its prevalence and severity on farms. • The government of lameness produces farmer and adviser subjectivities linked to new tools and devices aiming to reduce the incidence of lameness. • The government of lameness is limited by complexities linked with attempts to simplify interventions and deviation from expected practices. [ABSTRACT FROM AUTHOR]

This paper argues that Chris Philo's original 1992 call to recover the geographies of 'rural others', and the subsequent focus on marginalised lives that has emerged in rural studies in the three decades since, has yet to lead to a significant body of work on rural trans people. Whilst the straight white middle-aged male perspective dominating rural studies—Philo's 'Mr Average'—has been interrogated on almost every other score, his likely cisgender identity has not. With the current prominence of the 'gender-critical' movement, and the recent decision by the UK government not to ban trans conversion therapy, transphobia in the UK is at fever pitch. Arguments against transgender rights typically claim that anti-trans beliefs are 'common sense' and held by most 'average people'. UK polls indeed show that those most likely to be transphobic are male, over 50, and probably white—Philo's 'Mr Average' indeed. This suggests that transphobia is most rife in places where 'Mr Average' is concentrated, such as rural areas. So what happens when a trans person not only lives in the English countryside, but publicly transitions there? This paper tells the story of a woman named Valerie as seen through the eyes of the 'Mr and Mrs Averages' that otherwise populate her village community, using it both to critique the sweeping assumptions about 'common sense' that anti-trans activists rely on, and to demonstrate why rural studies, having explored marginalised lives for over 30 years, should now extend that curiosity and courtesy to trans people too. • Rural studies should embrace transgender people as it has many other marginalised peoples and stories. • Transgender studies and rural studies, despite seeming unrelated, make natural academic allies. • Anti-trans activists often claim that most 'average people' are transphobic; speaking to 'average people' may dispel this. • Assumptions that people in rural areas are automatically less accepting of trans people should be interrogated. [ABSTRACT FROM AUTHOR]

When transitioning from a familiar learning culture to a United Kingdom higher education (HE) culture, international students face a number of academic, cultural, and linguistic challenges. This paper considers the obstacles that international students experience and critically analyzes the use of social media to aid the academic transition of a group of postgraduate international students. Specifically, it analyzed the use of Yammer to support peer collaboration and communication to enhance academic development of a group of Southeast Asian international students undertaking an MA at a UK university in the North of England. The student feedback suggested that social support networks were important for academic engagement and development. This paper recommends more training on the affordances of Yammer, additional online tutor presence, and more scaffolded activities. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Dyeing and printing are important steps in textile manufacturing. After the process completion, these dyes are released in the effluent. These dyes impart an unacceptable appearance but are also toxic to the soil and water bodies. The present research has been carried out to study the rate of photocatalytic degradation of an azo dye, namely, CI Direct Green 26, using titania nanoparticles under ultra violet (UV) irradiation as a function of temperature and time. Azo dyes account for the majority of all dyestuffs are produced and extensively used in the textile, paper, food, leather, cosmetics and pharmaceutical industries. Titania nanoparticles have been found to successfully degrade these dyes in the presence of UV light. The purpose of the present paper was to study the photodegradation of azo dyes using titania nanoparticles at different temperatures and time periods. Design/methodology/approach: Titania nanoparticle concentration of 0.1% (w/v) was dispersed in distilled water by sonication for 1 h in sonication bath. The of rate of degradation of Direct Green 26 dye in the titania nanoparticle dispersion, under UV-A exposure was studied at different temperatures ranging from 25°C to 65 °C for time periods ranging from 1 h to 6 h. Photocatalytic degradation tests were performed in a specially designed UV reactor chamber. Raman spectroscopy of Titania nanoparticles, dye and titania/dye mixture before and after UV exposure was carried out using Confocal Laser Dispersion Raman Microscope (Renishaw, UK) with 785 nm excitation laser. Findings: Titanium dioxide is an efficient photocatalyst for decolourisation of direct dye. The photodegradation of the direct Green dye was found to follow the pseudo first-order reaction. The Arrhenius activation energy was found to be 24.8 kJ/mol with A value of 0.0013 for the photocatalytic degradation of the dye. Raman spectroscopy also confirmed the adsorption of dye on titania nanoparticle and its complete degradation on exposure to UV light. Practical implications: This research highlights the application of titania nanoparticles for the effective degradation of dye in the effluent from textiles, clothing, paper and any kind of dyeing process. Azo dyes account for the majority of all dyestuffs are produced and extensively used in the textile, paper, food, leather, cosmetics and pharmaceutical industries. Titania nanoparticles have been found to successfully degrade these dyes in the presence of UV light which can be very beneficial for the effluent treatment plants in textile and other industries. Originality/value: Azo dyes are one of the harmful pollutants released in textile waste water. The degradation and removal of the coloured waste in the textile effluent is an important environmental concern and needs to be investigated. The research is one of the first to investigate and understand the mechanism of the degradation of an azo dye in the presence of titania nanoparticles by Raman spectroscopy. [ABSTRACT FROM AUTHOR]

• Recover LFT was compared against Superglue Fuming and Basic Yellow 40 Dye Staining. • Three pseudo-operational trials were conducted using non-groomed natural marks. • Brass and nickel unfired ammunition and fired cartridge cases were investigated. • Results highlight the difficulty with visualising fingermarks on this evidence type. • Recover LFT produced results no worse than currently implemented processes. Previous studies have identified the potential benefit of the disulfur dinitride (S₂N₂) process to operationally relevant substrates. However, the majority of this work was conducted on prototype equipment that had substantial differences to the commercialised system (Recover Latent Fingerprint Technology (LFT)) in terms of design and chemical delivery. This paper evaluates the performance of Recover LFT on a problematic exhibit encountered within a fingerprint enhancement laboratory: unfired and fired ammunition. Three pseudo-operational experiments involving non-groomed, naturally handled fingermarks were conducted on the most commonly encountered types of ammunition used in crime in the United Kingdom (UK). In addition, Recover LFT was compared against Superglue Fuming followed by Basic Yellow 40 (BY40) Fluorescent Dye Staining (a commonly used alternative) to ascertain if the process provides added benefit to fingermark recovery rates. The results show that fingermark visualisation on small calibre cartridge cases remains difficult with few marks achieving enough ridge detail for comparison. However, this paper also shows that the novel Recover LFT process, which is still in its infancy and requiring optimisation, is no worse than currently implemented visualisation processes and is therefore worth further investigation. [ABSTRACT FROM AUTHOR]

Focusing on the United Kingdom, this paper examines the mechanisms of 2020's 'lockdown' strategy from a governmental perspective, with 'governmentality' being defined as the art of, or rationale behind, governing populations at a given time. By investigating a series of recent imperatives given to the population by the UK government, and comparing these with the previously dominant form of governmentality (neoliberalism), I hope to shed light on some new features of the current art of government. Indeed, the paper argues that neoliberalism is no longer the dominant form of governmentality in the UK, although some important legacies remain. I therefore argue that new forms of governmentality have risen to prominence. In particular, I use the concept of 'algorithmic governmentality' to address features of lockdown subjectivity and economy, such as the 'doppelgänger logic' of consumption and production, as well as the government's attempts to continuously manage and re-manage the population based on biometric data. However, I also show that this concept does not adequately encompass contemporary realities of surveillance, exposition and coercion. As such, I introduce 'instrumentarian governmentality' to denote the use of digital surveillance instruments to control the behaviour of the population. Additionally, the term is intended to denote an 'authoritarian' turn in the ways in which people are governed. Overall, what it means to govern in 2020 is posited as a fluctuating composite of three key forms of governmentality: neoliberal, algorithmic, and instrumentarian. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide a better understanding of tourism and hospitality management through exploring the perceptions of and the application of emotional intelligence (EI) in the practices of managers. The effect of EI on improving business performance is widely acknowledged in business and management studies. However, there is limited research in the context of tourism and hospitality industries. The paper contributes to the literature through a qualitative study of the perceptions and experiences of middle-level managers. Data was collected through semi-structured in-depth interviews conducted in tourism and hospitality organisations in the UK. The findings of the study reveal that EI can have a positive contribution to improving staff satisfaction, motivation and overall business productivity. They highlight the importance of building quality relationships among staff and the critical role middle management has in an organisation. Based on the finding from the qualitative inquiry, the authors propose a model conceptualising the role of managers' EI in creating a competitive advantage for the organisation. Practical implications are discussed and recommendations for further research are provided. [ABSTRACT FROM AUTHOR]

This paper presents conclusions based on intercultural studies of the significance of passive strategies relating to the declared teachers' needs as construed by transactional analysis. The study participants included 322 educators from Guatemala, the United Kingdom and Poland. The findings referred to Geert Hofstede's cultural dimensions theory, comparing individualism and collectivism. The study used a questionnaire, specifically the Educational Needs Questionnaire (ENQ) and the "Educator's Reality" one. The study findings disclose connections consistent with Hofstede's theory assumptions where the factor protecting teachers coming from the most collectivist culture worldwide (Guatemala) from passivity is the satisfaction of needs in a relationship with another human being (recognition hunger), while in the most individualistic cultures (the UK), this factor will be the satisfaction of individual needs not connected with relationships (structure hunger). [ABSTRACT FROM AUTHOR]

This paper contributes to the sociological understanding of social class inequalities in childhood similarities test scores. We undertake a comparative analysis of two cohorts of British children born 30 years apart. There is a similar negative relationship in both cohorts. Children born in families in the less advantaged social classes have lower childhood similarities test scores. This is consequential because these children enter secondary school with restricted capabilities in logical thinking, concept formation and abstract reasoning. [ABSTRACT FROM AUTHOR]

Foundation Years (FY) have proliferated within UK Higher Education in recent years, and their benefits and successes have been well documented (e.g. the enhancement of opportunities for underrepresented students, second-chance education, skills and confidence enhancement, and a pipeline into STEM. However, when managed centrally, their implementation can be a contentious site of interdisciplinary unease and ‘mutual suspicion’ and as much as a fruitful avenue for innovative collaboration. One of the key issues is the question of how to embed academic skills / literacies development within a meaningful, ‘integrated’, interdisciplinary context effectively whilst utilising expertise from both academic departments and learning development / skills teams, and thus navigating disparate disciplinary agendas, communities of practice and strategic priorities. This paper reports on how this complex terrain was navigated at Royal Holloway, University of London, to successfully embed academic skills (using Universal Design for Learning pedagogy) into an academically authentic, inclusive, interdisciplinary ‘Global Perspectives and Academic Practice’ unit that facilitated student integration into academic departments. Whilst we report on how the programme led to higher than sector average attainment, retention and progression (the EE described it as a ‘TEF Gold offering’), we critically analyse the challenges of embedding and aligning such provision within the communities of practice of a researchintensive institution. Throughout, we suggest ways forward at both practical and strategic levels to ensure the immense potential of integrated academic literacies development within FYs can be realised. [ABSTRACT FROM AUTHOR]

In 2000, Sharpe proposed a framework for graduate teaching assistant (GTA) training based on three key principles: departmental training, faculty training, and accreditation. Sharpe’s paper culminated in a call for Higher Education (HE) institutes to adopt this framework. Whilst the principles of Sharpe’s work remain relevant, the shape and structure of HE and accrediting bodies has changed due to the increasingly competitive market environment. Herein we provide an updated framework for GTA training based around implementation at a large English Russell Group University. We identify seven key elements for effective GTA training based on literature. We then demonstrate how this framework and the key elements can be implemented in practice, using GTA role descriptors and input from staff in Departments and Faculty. We demonstrate how the framework is applicable on a broad subject basis and how training is now supporting the 950 GTAs annually who work across the nine Schools within the Faculty of Science and Engineering, at the University of Manchester. The developed modular training sessions are mapped out and are benchmarked against both the Vitae Researcher Development Framework and the UK Professional Standards Framework allowing postgraduate students to apply for HEA accreditation through Advance HE (after suitable practice). Finally, the report discusses the benefits of implementation as well as lessons for future action, providing a set of key principles for others who want to develop their existing GTA training provision or set up a new training programme. [ABSTRACT FROM AUTHOR]

This paper reports findings from a research study at The Open University, UK into the quality of distance learners' online exam experience and the differences in experience between online (pandemic) and in-person (pre-pandemic) modes of examination. Our research responds to the ongoing need for greater insight into the exam experience and is uniquely positioned in two ways. First, we made use of a robust reference dataset collected before the COVID-19 pandemic and compared this with a second survey administered a year after the pandemic started; second, we asked students about their experience preparing and revising for the exam as well as the exam itself. Exam revision represents an important transitional period for learners. Our results show that, overall, the shift to online remote exams did not impact the quality of distance learners' experience of revising for exams or taking the exam itself. We found no significant change in the revision experience across six of eight measures, including the learning benefits of learning while revising, enjoyment, and support. However, students reported feeling less anxious when revising for online exams. The quality of the exam experience itself was largely unaffected by the move from in-person to online remote exams. No significant differences were found for seven of the nine measures of exam experience. However, we found satisfaction with the exam environment was significantly higher for online exams and that learners felt the online exam was harder than they expected. Age and gender differences are also explored. [ABSTRACT FROM AUTHOR]