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Objectives:To validate and evaluate a short answer question paper and objective structured clinical examination. Validity and effect on overall performance were considered.Methods:Students completed a voluntary short answer question paper during their otolaryngology attachment. Short answer question paper results were collated and compared to the essay examination and new end of year objective structured clinical examination.Results:The study comprised 160 students. Questions were validated for internal consistency (Cronbach's alpha = 0.76). Correlations were determined for: short answer question paper and essay results (r = 0.477), short answer question paper and objective structured clinical examination results (r = 0.355), and objective structured clinical examination and essay results (r = 0.292). On unpaired t-tests comparing the short answer question paper group and non-short answer question paper group, essay results were 1.2 marks higher (p = 0.45) and the objective structured clinical examination results were 0.09 marks lower (p = 0.74) in the short answer question paper group.Conclusion:Two new valid summative assessments of student ability have been introduced, which contribute to an enhanced programme of assessment to drive student learning. [ABSTRACT FROM PUBLISHER]

Employment subsidies are important active labour market policy (ALMP) tools, suited to a variety of labour market challenges. This paper engages with recent ALMP categorisation debates by appraising Cronert's (2019) recent typology of employment subsidies. It uses empirical material to assess the typology's explanatory power and produce insights to inform further typological development. The illustrative case of the British ' Wage Incentive' (2012-2014) is used to assess the typology's analytical purchase. Cronert's typology helpfully identifies key distinctions in the distributional profiles of employment subsidies, but further understanding of the category is impeded by the practice of defining them as demand-side interventions. The paper argues for a reappraisal of their supply-side characteristics, maintaining that the (potential) worker should be included in the analysis, and that employment subsidies' relationship with training and job creation should be acknowledged. It proposes a redefinition of employment subsidies reflecting their real-world use, and suggests a framework for further exploring varieties of employment subsidy design from the perspective of beneficiaries. [ABSTRACT FROM AUTHOR]

Early modern books about mathematical instruments are typically well illustrated and contain detailed instructions on how to make and use the tools they describe. Readers approached these texts with a desire to extract information – and sometimes even to extract illustrations which could be repurposed as working instruments. To focus on practical approaches to these texts is to bring the category of ‘making’ to the fore. But here care needs to be taken about who could make what, about the rhetoric of craft, and about the technique of working with diagrams and images. I argue that we should read claims about making instruments cautiously, but that, conversely, we should be inquisitive and open-minded when it comes to the potential uses of printed diagrams in acquiring skill and knowledge: these could be worked on directly, or cut out or copied and turned into working instruments. Books were sites of mathematical practice, and in certain disciplines this was central to learning through doing. [ABSTRACT FROM AUTHOR]

Independent mobility is an important component of healthy ageing. Public transit may be an affordable way to achieve independent mobility, and yet little is known about older adults' transition to public transit. This paper addresses this research gap by providing an exploration of older adults' experiences transitioning to public transit use, and by comparing these experiences to those of older people who have always travelled using transit. Twenty-four older adults (65+) living in Hamilton, Canada, who use public transit completed semi-structured interviews during which they discussed their experiences when they first began to use transit. These experiences are framed herein with the concept self-efficacy, i.e. how one's belief in their ability to complete a task shapes their ability to complete said task. Results indicate that most older adults acquire skills to transition to public transit, such as trip planning, boarding, knowing where to sit and exiting the bus. These skills are developed through practice. As one gains experience, one becomes more confident in their ability to meet their daily travel needs using transit. Therefore, the transition to public transit as an older adult can be more challenging for those with little experience using public transit. This paper highlights the danger of assuming all older adults will effortlessly take up transit and stresses the importance of older adults gaining experience using public transit. [ABSTRACT FROM AUTHOR]

Aim: To explore higher education institution (HEI) perspectives on the development and implementation of trainee nursing associates (NAs) in the primary care workforce in England. Background: Current shortages of primary health care staff have led to innovative skill mix approaches in attempts to maintain safe and effective care. In England, a new level of nursing practice, NAs, was introduced and joined the workforce in 2019. This role was envisaged as a way of bridging the skills gap between health care assistants and registered nurses and as an alternative route into registered nursing. However, there is limited evidence on programme development and implementation of trainee NAs within primary care settings and HEI perspectives on this. Methods: This paper draws from a larger qualitative study of HEI perspectives on the trainee NA programme. Twenty-seven staff involved in training NAs, from five HEIs across England, were interviewed from June to September 2021. The interview schedule specifically included questions relating to primary care. Data relating to primary care were extracted and analysed using a combined framework and thematic analysis approach. Findings: Three themes were developed: 'Understanding the trainee role and requirements', 'Trainee support in primary care' and 'Skills and scope of practice'. It is apparent that a more limited understanding of the NA programme requirements can lead to difficulties in accessing the right support for trainees in primary care. This can create challenges for trainees in gaining the required competencies and uncertainty in understanding what constitutes a safe scope of practice within the role for both employers and trainees. It might be anticipated that as this new programme becomes more embedded in primary care, a greater understanding will develop, support will improve and the nature and scope of this new level of practice will become clearer. [ABSTRACT FROM AUTHOR]

In 2003, Norway implemented an 'Introduction Programme' that aimed to increase labour market inclusion among newly arrived immigrants. Its main objectives were to facilitate free courses in Norwegian language training and social studies, and education or on-the-job training. The participants were given an allowance to attend the programme. This paper uses administrative register data to evaluate the effect of the Norwegian introduction programme on female immigrants' employment and earnings prospects. The sample consists of female immigrants from Asia or Africa who immigrated to Norway 18 months before or after the implementation of the introduction programme. The study measures their probability of being employed and their mean earnings 4–6 and 7–9 years after immigration. The results show that the Norwegian introduction programme had a small but significant effect on women's employment, but not on their earnings. This article suggests that the small effect of the programme on employment and non-effect on earnings may imply a displacement effect rather than an improvement in language skills and labour market skills. [ABSTRACT FROM AUTHOR]

This paper aims to contribute to the knowledge about open, co-produced meeting centres for people with dementia, from their own perspective. Services that support people who are newly diagnosed with dementia are often insufficient. Co-produced services have the potential to address the need of people with dementia to be useful and productive, while reducing the stigma. In this study, we applied a qualitative design. Data were collected at a meeting centre for people with newly diagnosed dementia, and consisted of fieldwork (13 days for about two hours at a time), written materials, and semi-structured interviews (mean length 30 minutes) with five attendees with dementia and two staff persons. The analysis was inspired by situational analysis. The findings showed that the meeting centre provided a place for human encounters, a break from everyday life, and a place to share knowledge and develop new skills. Further, challenges were described. Co-production consisted of the attendees being encouraged to take part in the planning of activities, learning from each other and providing mutual support. The study adds to previous knowledge about co-produced services for people with dementia. Future studies can clarify how co-production can be developed in services for people with newly diagnosed dementia in countries and regions where there is a dearth of this kind of support. [ABSTRACT FROM AUTHOR]

The number of dependent older people in England, as elsewhere, is projected to rise substantially, while the number of unpaid carers is not projected to rise by an equivalent amount. Barriers to people caring for older relatives have been theorised, however, there is a lack of understanding of attitudes to providing care in the future among people who are not currently carers. This paper presents qualitative analysis of interviews with 20 people in middle age about their willingness to care for older relatives in the future. Interviewees were asked their general views about who should provide care, then to consider future scenarios in which a close relative developed care needs. Willingness to care was influenced by beliefs about reciprocity, love and identity, beliefs about who was likely to provide the best quality and most appropriate care, and beliefs about how difficult caring would be. Older relatives' care preferences were a key consideration. While some interviewees felt the best care would always be provided by family, others considered that professional skills were needed. Interviewees saw important roles for easily accessible information and advice, sharing care, including respite care, and financial support, in making it easier to provide care. The COVID-19 pandemic and lockdown had highlighted relevant issues for interviewees, which are discussed. [ABSTRACT FROM AUTHOR]

What makes a leader ethical? This paper critically examines the answer given by developmental theory, which argues that individuals can develop through cumulative stages of ethical orientation and behavior (e.g. Hobbesian, Kantian, Rawlsian), such that leaders at later developmental stages (of whom there are empirically very few today) are more ethical. By contrast to a simple progressive model of ethical development, this paper shows that each developmental stage has both positive (light) and negative (shadow) aspects, which affect the ethical behaviors of leaders at that stage It also explores an unexpected result: later stage leaders can have more significantly negative effects than earlier stage leadership. [ABSTRACT FROM AUTHOR]

This paper suggests that different styles of leadership arouse different sorts of normative motivation among followers, and these diverse motivational sources in tum are associated with different forms of participant contribution to organizational success. Three interrelated clusters of leadership styles, normative motivation of followers, and organizational citizenship behavior are described. Leadership that appeals exclusively to followers' self-interests is associated with preconventional moral development and dependable task performance. Leadership styles focusing on interpersonal relationships and social networks are associated with followers' conventional moral development and work group collaboration. Transforming leadership that both models and nurtures servant leadership abilities is associated with post-conventional moral development and responsible participation in organizational governance. [ABSTRACT FROM AUTHOR]

While most English words are multisyllabic, research on literacy acquisition has tended to focus on early acquisition of monosyllabic words. The processes involved in multisyllabic word reading and spelling in middle childhood are likely to differ from those in monosyllabic reading and spelling. The current paper examines the contributions of morphological awareness (MA; awareness of derivational morphemes), prosodic sensitivity (sensitivity to lexical stress), and phonological awareness (PA; awareness of phonemes) for multisyllabic word reading and spelling, after accounting for background variables (age, vocabulary, nonverbal IQ, short-term memory). Seventy 7–10-year-old children completed a battery of tasks. MA and prosodic sensitivity were independent predictors of multisyllabic reading, while MA and PA were independent predictors of multisyllabic spelling. These results contrast with previous research, which instead found that PA plays a more prominent role while prosodic sensitivity appears to demonstrate only an indirect influence. However, those studies largely examined reading of shorter, one to three syllable words. These findings indicate when words are longer and multisyllabic, prosodic sensitivity, PA, and MA have differing direct influences on literacy. MA and prosodic sensitivity relate to word reading, while MA and PA are important for spelling. [ABSTRACT FROM AUTHOR]

This paper explores the analysis of ability, where ability is to be understood in the epistemic sense—in contrast to what might be called a causal sense. There are plenty of cases where an agent is able to perform an action that guarantees a given result even though she does not know which of her actions guarantees that result. Such an agent possesses the causal ability but lacks the epistemic ability. The standard analysis of such epistemic abilities relies on the notion of action types—as opposed to action tokens—and then posits that an agent has the epistemic ability to do something if and only if there is an action type available to her that she knows guarantees it. We show that these action types are not needed: we present a formalism without action types that can simulate analyzes of epistemic ability that rely on action types. Our formalism is a standard epistemic extension of the theory of "seeing to it that", which arose from a modal tradition in the logic of action. [ABSTRACT FROM AUTHOR]

Experts use their superior skills and understanding to mediate between evidence in some domain and non-experts. But how should we understand the proper relationship between experts and non-experts? In this paper, I present two ways of conceiving experts' mediating role from the perspective of non-experts: the Authority View and the Advisor View. Jennifer Lackey (2018) has criticized the Authority View and defended the Advisor View. I defend an account of epistemic authority that avoids her criticisms while arguing the Advisor View lacks the advantages she claims. Ultimately, I present a hybrid approach according to which whether we should treat experts as authorities or advisors varies depending upon the presence of certain epistemic and moral concerns. [ABSTRACT FROM AUTHOR]

This paper argues that successive governments since the 1980s have struggled to establish the necessary foundations to enable the majority of young people to make effective and supported transitions from education to the labour market and, further, to create labour market conditions that protect and nurture young people's potential. The paper sets its analysis within a time-frame that began in 1981 and has come full circle in 2010 with the Labour Government's announcement of the Young Person's Guarantee. Whilst acknowledging that current economic conditions, and the predicted severe cuts in public spending, will make it difficult for an incoming government to make significant changes, the paper argues that new approaches are required to revitalise both the economy and individual life chances. [ABSTRACT FROM AUTHOR]

This paper investigates morphosyntactic adaptation in second language (L2) sentence processing. In a pre-/posttest control group design, two experiments with intermediate to advanced German–English learners examine whether massed exposure to informative input leads to adaptation in L2 processing in that L2 readers come to integrate inflection in real-time comprehension. Experiment 1 on case marking shows that input causing prediction error and flagging the target parse leads to nativelike integration of case in the reanalysis of garden-path sentences. Experiment 2 shows partially nativelike processing of adverbial–verb tense mismatches after exposure to target input. Adaptation was selective to the experimental versus the control group in processing, yet it did not generalize to offline, explicit performance. We conclude that morphosyntactic adaptation constitutes an implicit learning mechanism in L2 processing, and we discuss its implications for models of L2 processing and acquisition. [ABSTRACT FROM AUTHOR]

Processes of unbounded spreading are often claimed to be myopic (e.g. Wilson 2003, McCarthy 2009): the ability of some feature [F] to spread from some segment z to some segment y does not depend on its ability to spread from y to x. Recent work (e.g. Walker 2010, 2014; Jardine 2016) has however cast doubt on the universality of this claim. This paper contributes to the discussion on (non-)myopia on by suggesting that a kind of non-myopic process, trigger deletion, is attested in Gurindji (Pama–Nyungan, McConvell 1988): when the spreading domain contains a certain kind of blocking segment, the spreading trigger deletes. In order to capture this pattern, as well as the extant typology of non-myopic processes, I argue that any successful analysis of unbounded spreading must allow surface candidates to be globally evaluated. [ABSTRACT FROM AUTHOR]

This article provides guidance on the management of challenging behaviours (CBs) in dementia care, and introduces concepts from positive behavioural support not usually applied to dementia. While the use of formulations has received a lot of attention in recent years, the mechanisms of how to apply the formulation-led interventions requires more consideration. In order to assist caregivers to deliver effective interventions we need to have a better understanding of the CBs we are attempting to manage, and also produce management strategies with clearer goals. Ideally we would also want caregivers to be able to describe the skills they employ in a coherent manner in order to facilitate self-reflection and to be able to pass on their skills to junior colleagues. This paper attempts to fulfil these needs by integrating two new models with philosophies already used in dementia care. In terms of new concepts, the first is the Arousal Cycle, which gives caregivers an awareness of the five phases of a typical CB (wellbeing, trigger, escalation, CB, and recovery phase). In relation to the second, the Traffic Light analogy examines CBs in terms of four management stages: primary prevention, secondary prevention, reactive strategies, and calming strategies. It is proposed that we distinguish between these stages when composing our formulations and care plans, and thereby produce better targeted interventions. By the end of the paper the reader will have been presented with material integrating concepts from the fields of dementia and intellectual impairment, and been introduced to new ways of managing CBs. Key learning aims: After reading this article people will: (1) Be provided with more specific guidance regarding the management of challenging behaviour (CB) in dementia; such guidance was not provided by the update of the NICE guidelines for dementia (2018). (2) Appreciate that the unmet needs perspective helps us both to understand why CB occur and to select appropriate management strategies. (3) Have an increased awareness and knowledge of new models from outside of the field of dementia. For example, through the use of the 'arousal cycle' people can recognise that a CB should more realistically be seen as having different phases (beginning, middle, end) rather than being perceived as a single action. (4) Be introduced to the traffic light conceptualisation which provides a useful way for guiding management strategies. (5) Be aware of when best to use resource-intensive formulations. (6) Recognise that in addition to conceptualising the person in relation to the CB, it is helpful to conceptualise the structural elements of the behaviour too. (7) Appreciate the need to help caregivers to recognise their existing skills, and to give carers the means to be able to articulate these abilities. Many care home staff currently work intuitively in the way they deliver care; as such we think they require practical frameworks and protocols to help them better elucidate what they do. [ABSTRACT FROM AUTHOR]

Because of the increasing adoption and use of technology in primary health care (PHC), public health informatics competencies (PHIC) are becoming essential for public health workers. Unfortunately, no studies have measured PHIC in resource-limited setting. This paper describes the process of developing and validating Public Health Informatics Competencies for Primary Health Care (PHIC4PHC), an instrument for measuring PHC workers' competencies in public health informatics. Method: This study developed a questionnaire that had three stages: the Delphi technique, a pretest, and field test. Eleven academicians from a university and 13 PHC workers joined 2 rounds of group discussion in the first stage. The second stage comprised two pilot studies with 75 PHC workers in Semarang Municipality. The third stage involved validating the questionnaire with 462 PHC workers in Kendal District. This study used Pearson's product-moment correlation for the validity check and Cronbach's alpha coefficient for determining the internal consistency. This study used the K-means algorithm for clustering the results of the PHIC4PHC questionnaire. Results and Conclusion: PHIC4PHC is the first comprehensive PHIC questionnaire administered in a resource-limited setting, consisting of 11 indicators and 42 measurement items concerning knowledge of health information systems, skills required for health data management, ethical aspects of data sharing and health information literacy. The final results of PHIC4PHC were clustered into three classes based on the K-means algorithm. Overall, 45.7% PHC workers achieved medium competency, whereas 25.6% and 27.7% achieved low and high competency, respectively. Men had higher competency than women. The higher the worker's level of education, the higher the PHIC level; the longer the worker's work experience, the lower the PHIC score; and the greater the worker's age, the lower the PHIC score. Measuring and monitoring PHIC is vital to support successful health IT adoption in PHC. [ABSTRACT FROM AUTHOR]

Aim: To describe activities and outcomes of a cross-team capacity building strategy that took place over a five-year funding period within the broader context of 12 community-based primary health care (CBPHC) teams. Background: In 2013, the Canadian Institutes of Health Research funded 12 CBPHC Teams (12-Teams) to conduct innovative cross-jurisdictional research to improve the delivery of high-quality CBPHC to Canadians. This signature initiative also aimed to enhance CBPHC research capacity among an interdisciplinary group of trainees, facilitated by a collaboration between a capacity building committee led by senior researchers and a trainee-led working group. Methods: After the committee and working group were established, capacity building activities were organized based on needs and interests identified by trainees of the CBPHC Teams. This paper presents a summary of the activities accomplished, as well as the outcomes reported through an online semistructured survey completed by the trainees toward the end of the five-year funding period. This survey was designed to capture the capacity building and mentorship activities that trainees either had experienced or would like to experience in the future. Descriptive and thematic analyses were conducted based on survey responses, and these findings were compared with the existing core competencies in the literature. Findings: Since 2013, nine webinars and three online workshops were hosted by trainees and senior researchers, respectively. Many of the CBPHC Teams provided exposure for trainees to innovative methods, CBPHC content, and showcased trainee research. A total of 27 trainees from 10 of the 12-Teams responded to the survey (41.5%). Trainees identified key areas of benefit from their involvement in this initiative: skills training, networking opportunities, and academic productivity. Trainees identified gaps in research and professional skill development, indicating areas for further improvement in capacity building programs, particularly for trainees to play a more active role in their education and preparation. [ABSTRACT FROM AUTHOR]

Digitalisation emerged as a central problem in global social governance in the past decade. 'Digital transformation' was expected to bring new social risks, requiring a redesign of the welfare state. This study examines the social policy responses of international actors on the digitalisation agenda in the 2010s and early 2020s. Inspired by sociological institutionalism, it shows different trajectories followed by UN agencies, the OECD and the World Bank in terms of addressing the social implications of this transformation. Despite these divergent organisational agendas, the article reveals the emergence of a new transnational policy paradigm, the 'Schumpeterian consensus', overcoming the antagonism between 'economic' and 'social' institutions from previous decades. In this paradigm, the 'Schumpeterian investment state' is seen as a mediator between the creative and destructive potential of technological change. Its social model encourages governments to invest in skills, universal social protection and flexicurity for the digital era. [ABSTRACT FROM AUTHOR]

In this paper I argue that a greater understanding of the part of ethics in leadership will improve leadership studies. Debates over the definition of leadership are really debates over what researchers think constitutes good leadership. The ultimate question is not "What is leadership?" but "What is good leadership?" The word good is refers to both ethics and competence. Research into leadership ethics would explore the ethical issues of current leadership research, serve as a critical study of the field, analyze and expand normative theories of leadership, and develop new theories, research questions and ways of thinking about leadership. [ABSTRACT FROM AUTHOR]

Global health is by definition and necessity a collaborative field; one that requires diverse professionals to address the clinical, biological, social, and political factors that contribute to the health of communities, regions, and nations. While much work has been done in recent years to define the field of global health and set forth discipline-specific global health competencies, less has been done in the area of interprofessional global health education. This paper documents the results of a roundtable that was convened to study the need for an interprofessional team skills competency domain for global health students. The paper sets forth a preliminary set of team competencies based on existing scholarship and the results of the roundtable. Once an agreed upon set of competencies is defined, a valuable next task will be development of a model curriculum to teach team skills to students in global health. The preliminary competencies offered in this paper represent a good first step toward ensuring that global health professionals are able to collaborate effectively to make the field as cohesive and collaborative as the mighty task of global health demands. [ABSTRACT FROM AUTHOR]

In today’s globalized world, learning languages and developing intercultural skills are of paramount importance due to dynamic and complex global interdependencies. However, not every language student around the world has a chance to engage in face-to-face intercultural communication with people from different backgrounds. Telecollaboration offers a worthwhile opportunity by creating digital environments for language learners to communicate with people from diverse backgrounds. This qualitative meta-synthesis therefore aimed to investigate the research papers that were published between 2010 and 2015 in respect to language and intercultural learning within telecollaborative environments. Besides reporting emerging research trends among the studies, this synthesis study scrutinized recent emerging issues and observable patterns under five main themes: (1) the participants’ overall views on their telecollaborative experiences, (2) language learning through telecollaboration, (3) intercultural learning through telecollaboration, (4) the challenges experienced within the telecollaborative projects, and (5) the needs for further effective telecollaboration. Finally, this study synthesizes key emerging issues in telecollaborative projects and offers further research and practice directions in line with the current observable patterns. [ABSTRACT FROM AUTHOR]

Stit semantics grows out of a modal tradition in the logic of action that concentrates on an operator representing the agency of an individual in seeing to it that some state of affairs holds, rather than on the actions the individual performs in doing so. The purpose of this paper is to enrich stit semantics, and especially epistemic stit semantics, by supplementing the overall framework with an explicit treatment of action types. We show how the introduction of these new action types allows us to define a modal operator capturing an epistemic sense of agency, and how this operator can be used to express an epistemic sense of ability. [ABSTRACT FROM AUTHOR]

According to attributor virtue epistemology (the view defended by Ernest Sosa, John Greco, and others), S knows that p only if her true belief that p is attributable to some intellectual virtue, competence, or ability that she possesses. Attributor virtue epistemology captures a wide range of our intuitions about the nature and value of knowledge, and it has many able defenders. Unfortunately, it has an unrecognized consequence that many epistemologists will think is sufficient for rejecting it: namely, it makes knowledge depend on factors that aren't truth-relevant, even in the broadest sense of this term, and it also makes knowledge depend in counterintuitive ways on factors that are truth-relevant in the more common narrow sense of this term. As I show in this paper, the primary objection to interest-relative views in the pragmatic encroachment debate can be raised even more effectively against attributor virtue epistemology. [ABSTRACT FROM AUTHOR]

This paper analyzes the role of local political leaders in channeling the impact of national development programs on the processes of dispute handling in Zinacantan, a Maya Indian community in the highlands of Chiapas, Mexico. Although the development programs have caused individual Zinacantecos to become more aware of the benefits they might obtain by appealing to remedy agents outside of the Indian community, few cases are taken to Mexican authorities because Indian leaden, who have a vested interest in handling the disputes of constituents, have sought to preserve the popularity of traditional conciliatory procedures by altering the types of settlements they suggest to disputants. As a result, traditional conciliatory procedures are flourishing, but the substance of the settlements reached through such procedures has begun to change toward conformity with codified state and national laws where those laws conflict with traditional Indian custom. [ABSTRACT FROM AUTHOR]

Research centers at universities, such as the O'Neill Institute for National and Global Health Law at Georgetown University (the O'Neill Institute), are uniquely positioned to facilitate interprofessional collaboration, and to educate current and future global health practitioners. This paper will discuss the O'Neill Institute's experience in developing interprofessional global health skills through its practicum courses. The O'Neill Institute has found that practicum style courses help foster three fundamental elements of interprofessional collaboration in global health: (1) the ability to define professional roles and responsibilities in a project; (2) interprofessional communication skills; and (3) the ability to work in an interprofessional team. [ABSTRACT FROM AUTHOR]

As global health curricula and competencies are defined, the instructional foundation of practice-based learning and soft skills training requires reexamination. This paper explores the integration of social-emotional instruction into global health education, specifically highlighting its role in interprofessional learning environments. One method to teach the core competencies in the higher education context is through restorative practices. Restorative practices is a 'social science that integrates developments from a variety of disciplines and fields in order to build healthy communities, increase social capital, decrease crime and antisocial behavior, repair harm and restore relationships.' The restorative philosophy incorporates the core competencies of socio-emotional learning and views conflict as an opportunity for learning. The first part discusses the foundations of social-emotional learning (SEL). It then explores the applicability of SEL in interprofessional and global health education. [ABSTRACT FROM AUTHOR]

Eleven cognitive behaviour therapy (CBT) trainees in Scotland were interviewed regarding their experiences of clinical supervision and its impact on their skill development. Using thematic analysis, the authors developed four main themes: Linking Theory to Practice, Mirroring CBT in Supervision, The Expert Supervisor, and Trainees' Reluctance to Give Negative Feedback. Clinical supervision was essential in helping trainees to link theory to practice; particularly through audio recordings, discussing formulations, and modelling and role-play. A CBT-specific approach to supervision and a CBT expert supervisor were also identified as valuable to learning. Trainees were reluctant to give negative feedback to supervisors, fearing negative consequences. The findings inform supervision practice. Key learning aims: Readers of this paper will be able to: (1) Describe trainees' most valued elements of CBT supervision. (2) Determine key learning methods in CBT supervision. (3) Explain the value of modality specific CBT supervision. (4) Articulate the context of supervision in CBT training and consider mutual feedback as a method to address identified challenges. [ABSTRACT FROM AUTHOR]

Inverse probability adaptation effects (the finding that encountering a verb in an unexpected structure increases long-term priming for that structure) have been observed in both L1 and L2 speakers. However, participants in these studies all had established representations of the syntactic structures to be primed. It therefore remains an open question whether inverse probability adaptation effects could take place with newly encountered L2 structures. In a pre-registered experiment, we exposed participants (n = 84) to an artificial language with active and passive constructions. Training on Day 1 established expectations for specific co-occurrence patterns between verbs and structures. On Day 2, established patterns were violated for the surprisal group (n = 42), but not for the control group (n = 42). We observed no immediate priming effects from exposure to high-surprisal items. On Day 3, however, we observed an effect of input variation on comprehension of verb meaning in an auditory grammaticality judgment task. The surprisal group showed higher accuracy for passive structures in both tasks, suggesting that experiencing variation during learning had promoted the recognition of optionality in the target language. [ABSTRACT FROM AUTHOR]

In this conceptual replication of Sparks and Dale ([2023]. The prediction from MLAT to L2 achievement is largely due to MLAT asessment of underlying L1 abilities. Studies in Second Language Acquisition, 1–25) utilizing a dataset previously reported by Sparks et al. ([2009]. Long-term relationships among early L1 skills, L2 aptitude, L2 affect, and later L2 proficiency. Applied Psycholinguistics, 30, 725–755.), L1 achievement scores over 1st–5th grades and L2 aptitude scores from the Modern Language Aptitude Test (MLAT) in 9th grade were examined as predictors of L2 achievement for U.S. secondary students completing L2 courses in 9th and 10th grades. The study's focus was on the uniqueness and efficiency of MLAT with respect to measuring L1 achievement in predicting L2 achievement. All L1 measures and MLAT predicted L2 literacy and language, and L1 measures predicted MLAT scores. Word decoding was the strongest overall L1 predictor, though there was variation across the L2 measures. The unique contribution of MLAT was modest, as the majority of total prediction (77–86%) was due to L1 measures. The efficiency of MLAT in capturing predictive variance from L1 abilities was moderately high (median ∼73%) but variable across the L1 and L2 measures. Findings are generally consistent with those of Sparks and Dale (2023) showing that prediction from MLAT to L2 is largely due to MLAT's assessment of L1 abilities, even though a substantial amount of L2 prediction-relevant L1 variance is missed by MLAT. [ABSTRACT FROM AUTHOR]

This paper challenges the widespread view that writing is somehow peripheral to the more serious aspects of university life – doing research and teaching students. It argues that universities are about writing and that specialist forms of academic literacy are at the heart of everything we do: central to constructing knowledge, educating students and negotiating a professional academic career. Seeing literacy as embedded in the beliefs and practices of individual disciplines, instead of a generic skill that students have failed to develop at school, helps explain the difficulties both students and academics have in controlling the conventions of disciplinary discourses. Ultimately, and in an important sense, we are what we write, and we need to understand the distinctive ways our disciplines have of addressing colleagues and presenting arguments, as it is through language that academics and students conceptualise their subjects and argue their claims persuasively. [ABSTRACT FROM PUBLISHER]

This is the second article in a series of two about occupational therapy and primary care. The first article (see PH&RD ....) described the position of the profession in primary care across Europe and the scope of the profession. In this article the broad scope of the profession is illustrated with various examples of occupational therapy interventions. The interventions are identified by means of a literature search. A questionnaire (the questionnaire is available by mailing the author) was sent out to experts across Europe which resulted in both relevant literature and evidence-based examples. The evidence level of these examples differs from expert opinion (5), case series (4), case–controlled studies (3), cohort studies (2) and randomized-control trial (1). The article ends with recommendations in four areas how to develop, establish or strengthen the profession in primary care. [ABSTRACT FROM AUTHOR]

Oral communication ability has become increasingly important to many EFL students. Several commercial software programs based on automatic speech recognition (ASR) technologies are available but their prices are not affordable for many students. This paper will demonstrate how the Microsoft Speech Application Software Development Kit (SASDK), a free but powerful tool, can be used to develop an oral skills training website for EFL students. This ASR-based website offers six different types of online exercises which allow students to practise their oral skills and obtain immediate feedback on their performance. A group of 25 college students and a group of 35 pre-service English teachers were invited to use the website. Two surveys were conducted to investigate the students’ and the pre-service teachers’ perceptions of this site. The results indicated that most teachers and students enjoyed using this website, which they felt could help improve their English oral skills. They also pointed out that the main strength of the ASR-based learning system is that it offers several different types of exercises which can encourage learners to produce more output in a low-anxiety environment. The major limitations of the website are the insufficient feedback and the challenging standards one must meet in order to achieve a pass mark. These findings can be useful for teachers who are interested in using ASR in teaching and for CALL researchers who aim to develop better ASR-based systems for language learning. [ABSTRACT FROM AUTHOR]

Past studies suggest that, across nations, the average cognitive ability of a population is negatively associated with income inequality; societies with higher average cognitive ability tend to have lower levels of income inequality. However, it is not clear why. This paper proposes that social transfers from the wealthy to the poor may be a major mechanism by which some societies achieve lower income inequality than others, because more intelligent individuals may be more likely to have a preference for such transfers. Publicly available societal-level data were analysed in a series of multiple regression models. The empirical results in this study replicate the earlier finding that societies with higher cognitive ability have lower levels of income inequality, but the association is entirely mediated by social transfers. Social transfers therefore appear to be the primary mechanism by which societies with higher levels of cognitive ability achieve lower income inequality. [ABSTRACT FROM AUTHOR]

Responds to the comments made by T. Givon and Philip Swann on the paper about the model stimulating research and definitive theory of the ontogeny and phylogeny of hierarchically organized sequential activity. Role of automaticity in organized activity and its neural substrate; Neural ontogeny of planning; Architecture for language functions.

Objective: This study aimed to assess the effectiveness of an ENT simulation course for equipping foundation doctors with core ENT skills in preparation for an ENT senior house officer post. Method: A total of 41 foundation doctors in the East of England participated in our two-part simulation course. Pre- and post-course surveys, consisting of Likert scales and a Dundee Ready Educational Environment Measure, were sent to assess confidence in core ENT skills and acceptability of course format. Results: Post-simulation, confidence improved in all core ENT skills taught (p < 0.001), along with confidence and preparedness to work as an ENT senior house officer (p < 0.001). Overall course median Dundee Ready Educational Environment Measure score was 48, and 100 per cent of participants would recommend this course to colleagues. Conclusion: Simulation improves foundation doctors' confidence in core ENT skills and increases preparedness for working as an ENT senior house officer. Guidance on core ENT skills requirements should be made available to improve uniformity amongst ENT simulation courses. [ABSTRACT FROM AUTHOR]

Background: Does the genetic aptitude for educational attainment (GAEA) moderate the genetic risk for alcohol use disorder (AUD) and drug use disorder (DUD)? Methods: In the native Swedish population, born 1960–1980 and followed through 2017 (n = 1 862 435), the family genetic risk score (FGRS) for AUD and DUD and GAEA were calculated from, respectively, the educational attainment and risk for AUD and DUD, of 1st through 5th degree relatives from Swedish national registers. Analyses utilized Aalen's linear hazards models. Results: Risk for AUD was robustly predicted by the main effects of FGRSAUD [ b = 6.32 (95% CI 6.21–6.43), z = 64.9, p < 0.001) and GAEA [ b = −2.90 (2.83–2.97), z = 44.1, p < 0.001] and their interaction [ b = −1.93 (1.83–2.03), z = 32.9, p < 0.001]. Results were similar for the prediction of DUD by the main effects of FGRSDUD [ b = 4.65 (CI 4.56–4.74), z = 59.4, p < 0.001] and GAEA [−2.08 (2.03–2.13), z = 46.4, p < 0.001] and their interaction [ b = −1.58 (1.50–1.66)), z = 30.2, p < 0.001]. The magnitude of the interactions between GAEA and FGRSAUD and FGRSDUD in the prediction of, respectively, AUD and DUD was attenuated only slightly by the addition of educational attainment to the model. Conclusions and relevance: The genetic propensity to high educational attainment robustly moderates the genetic risk for both AUD and DUD such that the impact of the genetic liability to AUD and DUD on the risk of illness is substantially attenuated in those with high v. low GAEA. This effect is not appreciably mediated by the actual level of educational attainment. These naturalistic findings could form the basis of prevention efforts in high-risk youth. [ABSTRACT FROM AUTHOR]

Objective:Chronic suppurative otitis media is a neglected condition affecting up to 330 million people worldwide, with the burden of the disease in impoverished countries. The need for non-governmental organisations to hardwire training into their programmes has been highlighted. An ear surgery simulator appropriate for training in resource-poor settings was developed, and its effectiveness in facilitating the acquisition of headlight and microsurgical skills necessary to safely perform procedures via the ear canal was investigated.Methods:Face validity was assessed via questionnaires. Six tasks were developed: a headlight foreign body removal task, and microscope tasks of foreign body removal, ventilation tube insertion, tympanomeatal flap raising, myringoplasty and middle-ear manipulation. Participants with varying ENT experience were video-recorded performing each task and scored by a blinded expert observer to assess construct validity.Results:Face validity results confirmed that our Ear Trainer was a realistic representation of the ear. Construct validity results showed a statistically significant trend, with experts performing the best and those with limited experience performing better than novices.Conclusion:This study validates our Ear Trainer as a useful training tool for assessing headlight and microsurgical skills required to perform otological procedures. [ABSTRACT FROM PUBLISHER]

This study tests grammatical aspect in adult Heritage Speakers (HSs) of Greek in Germany (HSs-Germany) and the US (HSs-US), a topic which has not been investigated before for this language, exploring the role of the dominant language and the default value as an acquisition strategy. In an oral elicitation task (Experiment 1) targeting the production of aspectual marking in Greek, Greek monolinguals (MSs) and HSs-Germany exhibited ceiling performance, while HSs-US were significantly less accurate. Education in Greek reliably predicted their accuracy. In a speeded Grammaticality Judgment task (Experiment 2) targeting the comprehension of aspect in a Grammaticality x Aspect repeated measures design, similar results were obtained for the grammatical conditions as in Experiment 1. In ungrammatical conditions, accuracy on aspect was affected for all groups, and this was more evident for HSs. HSs-US were overall less accurate with the morphologically marked form (perfective). Decision Times (DTs) revealed that only MSs and HSs-Germany were sensitive to aspect violations exhibiting longer DTs. Education in Greek reliably predicted accuracy and DTs. The results are discussed within the realm of heritage languages, language contact, and aspect acquisition in Greek bilingual populations. Finally, certain novel verbal forms produced by HSs are also discussed. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to investigate the effects of automated metrics-based summative feedback on performance, retention and cognitive load in distributed virtual reality simulation training of mastoidectomy. Method: Twenty-four medical students were randomised in two groups and performed 15 mastoidectomies on a distributed virtual reality simulator as practice. The intervention group received additional summative metrics-based feedback; the control group followed standard instructions. Two to three months after training, participants performed a retention test without learning supports. Results: The intervention group had a better final-product score (mean difference = 1.0 points; p = 0.001) and metrics-based score (mean difference = 12.7; p < 0.001). At retention, the metrics-based score for the intervention group remained superior (mean difference = 6.9 per cent; p = 0.02). Also at the retention, cognitive load was higher in the intervention group (mean difference = 10.0 per cent; p < 0.001). Conclusion: Summative metrics-based feedback improved performance and lead to a safer and faster performance compared with standard instructions and seems a valuable educational tool in the early acquisition of temporal bone skills. [ABSTRACT FROM AUTHOR]

According to Bengson et al.'s (2009) Salchow case, Irina is a novice skater who (1) has a mistaken belief about what amounts to a Salchow, but also (2) has a neurological abnormality which, unknowingly to her, affects both her movement and her sense of it. As a result of this twist, she (3) always ends up succeeding in jumping the Salchow whenever she tries. This story was presented as a counterexample to a variant of anti-intellectualism, and as Bengson and colleagues expected, the vast majority of participants in their survey judged both that Irina is able to do the Salchow and that she does not know how to do it. But the three conditions above leave some ambiguity about the story. That is whether Irina is aware of her own ability, or whether she is aware of what she is doing when she performs it, and therefore the fact that she can reliably perform the Salchow. However, as we report here, disambiguating this point will radically change the responses of people, which rather poses a serious challenge to intellectualism. [ABSTRACT FROM AUTHOR]

This study aims to highlight the uniqueness of the English choristers' education, what special musical skills it passes on to youngsters and how these may help them in later life. It investigates the perceptions of 30 ex-choristers who attended a broad selection of English choir schools between 1940 and 2010 using semi-structured interviews. The findings showed that music training of choristers forms a solid foundation to enhance the development of an all-round musicianship. In particular, it gives them significant sight-reading skills due to the huge volume of rehearsals and public performances. Although in most cases their instrumental skills are not sufficient for them to become professional soloists in their instrument, many ex-choristers found it relatively easy to achieve a music scholarship or pursue a music career if they wanted. Many of them retained a passion for music which was not necessarily limited to choral singing. The findings are considered in relation to the possible reasons for this, and the implications for education. [ABSTRACT FROM AUTHOR]

In this study we investigated 107 young learners' L2 English receptive vocabulary knowledge and speaking skills at two points in time, before and after the onset of instruction. We also investigated the role of several individual difference variables: out-of-school exposure to English, length of instruction, analytic reasoning ability, working memory, L1 vocabulary knowledge and prior L2 knowledge. Results show that L2 English proficiency in receptive vocabulary knowledge and speaking skills greatly improved over time and that the effects of schooling and contextual learning are largely additive. The main predictor of the children's proficiency at time 2 was their L2 prior knowledge, which they had acquired through contextual language learning before getting formal education. When considering the other variables that predicted L2 proficiency, the contribution of internal variables (L1 vocabulary size and working memory) was considerably smaller than that of external variables (out-of-school exposure and length of instruction). [ABSTRACT FROM AUTHOR]

Although Arabic is an official language in 27 countries, standardized measures to assess Arabic literacy are scarce. The purpose of this research was to examine the item functioning of an assessment of Arabic orthographic knowledge. Sixty novel items were piloted with 201 third grade Arabic-speaking students. Participants were asked to identify the correctly spelled word from a pair of two words. Although the assessment was designed to be unidimensional, competing models were tested to determine whether item performance was attributable to multidimensionality. No multidimensional structure fit the data significantly better than the unidimensional model. The 60 original items were evaluated through item fit statistics and comparing performance against theoretical expectations. Twenty-eight items were identified as functioning poorly and were iteratively removed from the scale, resulting in a 32-item set. A value of 0.987 was obtained for McDonald's coefficient ω from this final scale. Participants' scores on the measure correlated with an external word reading accuracy measure at 0.79 (p <.001), suggesting that the tool may measure skills important to word reading in Arabic. The task is simple to score and can discriminate among children with below-average orthographic knowledge. This work provides a foundation to develop Arabic literacy assessments. [ABSTRACT FROM AUTHOR]

The study of bilingualism has a history that extends from deciphering ancient multilingual texts to mapping the structure of the multilingual brain. The language experiences of individual bilinguals are equally diverse and characterized by unique contexts of acquisition and use that can shape not only sociocultural identity but also cognitive and neural function. Perhaps unsurprisingly, this variability in scholarly perspectives and language experiences has given rise to a range of methods for defining bilingualism. The goal of this article is to initiate a conversation about the utility of a more unified approach to how we think about, study, and measure bilingualism. Using concrete case studies, we illustrate the value of enhancing communication and streamlining terminology across researchers with different methodologies within questions, different questions within domains, and different domains within scientific inquiry. We specifically consider the utility and feasibility of a bilingualism quotient (BQ) construct, discuss the idea of a BQ relative to the well-established intelligence quotient, and include recommendations for next steps. We conclude that though the variability in language backgrounds and approaches to defining bilingualism presents significant challenges, concerted efforts to systematize and synthesize research across the field may enable the construction of a valid and generalizable index of multilingual experience. [ABSTRACT FROM AUTHOR]

A bilingual exhibits a "semantic accent" when they comprehend or use a word in one language in a way that is influenced by its translation. Semantic accents are well-captured by feature-based models: however, few studies have specifically examined the processing of features that contribute to a semantic accent. Japanese–English bilinguals and monolinguals of each language completed three feature-based tasks focusing on culture-specific semantic features. Bilinguals exhibited semantic accents in L1 and L2 in that they had stronger associations than monolinguals between the features specific to one culture and words in the other language. Within bilinguals, culture-specific features were more strongly associated with the congruent language than the incongruent language. Finally, changes in the strengths of associations between culture-specific features and words depended more on L2 cultural immersion than L2 proficiency. Semantic accents lessened in L2 and increased in L1 after many years of exposure to the L2 culture. [ABSTRACT FROM AUTHOR]

Previous research has demonstrated that individual differences in conflict management predict second-language (L2) reading skill. The current experiment tested the hypothesis that this relation reflects the need to manage conflict from cross-linguistic interactions (CLI). A novel model specifying the relation between L2 reading skill, CLI, and the predictors of such interactions was tested in 253 L2 English speaking adults, using structural equation modeling. In support of the hypothesis, the findings revealed that stronger CLI was related to poorer L2 reading skill. In addition, variability in non-linguistic conflict management, as measured by executive attention tasks, and relative language dominance reliably predicted CLI. Specifically, better conflict management and lower L1 dominance corresponded to fewer interactions. These results fill a crucial gap by demonstrating for the first time that the ability to manage CLI is critical to L2 reading, and that both cognitive skills and language experience contribute to variability in these interactions. [ABSTRACT FROM AUTHOR]

Referential expressions (REs) have been investigated in L2 English but to date there is no single study that systematically and simultaneously analyzes the development and acquisition of the multiple factors that constrain the choice of REs in natural discourse production. We investigate L1 Spanish–L2 English learners across three proficiency levels versus an English control group from the COREFL corpus. An analysis of both the RE and its antecedent(s) reveals that different intra- and extralinguistic factors constrain the choice of REs (information status, activated antecedents, syntactic configurations, characterhood, within-task effect, and proficiency level). L2 learners (L2ers) are sensitive to some factors but are unable to fully attain native-like levels even at advanced stages. They do not transfer null subjects from their L1 contrary to previous L2 research, and do not find all contexts at the syntax-discourse interface equally problematic, thus confirming previous theoretical proposals and empirical findings. [ABSTRACT FROM AUTHOR]