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This paper looks at the initiatives by the Associated Booksellers of Great Britain and Ireland between 1920 and 1930 to formalise training for booksellers, reflecting on the current moves to reinstate some kind of bookselling qualification through the partnership of Waterstones with the University of Derby. It uses as primary sources the trade papers of The Publishers' Circular and Booksellers' Record and The Bookseller, both key narrative repositories for histories of this nature. [ABSTRACT FROM AUTHOR]

The global community, from UNESCO to NGOs, is committed to promoting the status of women in science, engineering and technology, despite long-held prejudices and the lack of role models. Previously, when equality was not firmly established as a key issue on international or national agendas, women's colleges played a great role in mentoring female scientists. However, now that a concerted effort has been made by governments, the academic community and the private sector to give women equal opportunities, the raison d'être of women's universities seems to have become lost. This paper argues otherwise, by demonstrating that women's universities in Japan became beneficiaries of government initiatives since the early 2000s to reverse the low ratio of women in scientific research. The paper underscores the importance of the reputation of women's universities embedded in their institutional foundations, by explaining how female scientific communities take shape in different national contexts. England, as a primary example of a neoliberal welfare regime, with its strong emphasis on equality and diversity, promoted its gender equality policy under the auspices of the Department of Trade and Industry. By contrast, with a strong emphasis on family values and the male-breadwinner model, the Japanese government carefully treated the goal of supporting female scientists from the perspective of the equal participation of both men and women rather than that of equality. Following this trend, rather contradictorily, women's universities, with their tradition of fostering a 'good wife, wise mother' image, began to be highlighted as potential gender-free institutions that provided role models and mentoring female scientists. By drawing on the cases of England and Japan, this paper demonstrates how the idea of equality can be framed differently, according to wider institutional contexts, and how this idea impacts on gender policies. [ABSTRACT FROM AUTHOR]

In this paper we present the current state of cultural diversity education for undergraduate medical students in three English-speaking countries: the United Kingdom (U.K.), United States (U.S.) and Canada. We review key documents that have shaped cultural diversity education in each country and compare and contrast current issues. It is beyond the scope of this paper to discuss the varied terminology that is immediately evident. Suffice it to say that there are many terms (e.g. cultural awareness, competence, sensitivity, sensibility, diversity and critical cultural diversity) used in different contexts with different meanings. The major issues that all three countries face include a lack of conceptual clarity, and fragmented and variable programs to teach cultural diversity. Faculty and staff support and development, and ambivalence from both staff and students continue to be a challenge. We suggest that greater international collaboration may help provide some solutions. [ABSTRACT FROM AUTHOR]

The ‘independent learner’ is a key construct within discourses of educational policy and practice in the UK. Government policy statements stress the importance of developing learner independence, and higher education pedagogical practices tend to rest on the assumption that students are independent learners. This paper draws on research with undergraduate students in a post-1992 university to offer a critical appraisal of the discourse of the independent learner. The paper examines students’ perceptions of independence in both their first year of undergraduate study, and in the later years of their degree courses. Support for learning and issues related to asking for help are discussed. Whilst students tend to both expect and want to be independent, it is suggested that dominant constructions of the independent learner are gendered and culturally specific, and as such are inappropriate for the majority of students in a mass higher education system. [ABSTRACT FROM AUTHOR]

strong negative correlation is often found between schooling and teenage childbearing. The question at the center of this research is whether this correlation represents a causal relation. This paper uses changes in compulsory schooling laws in Great Britain and Northern Ireland to purge schooling estimates of biases resulting from individual-specific error components correlated with education. The results suggest that increased schooling does appear to reduce the incidence of teenage childbearing. Moreover, the results serve to highlight an important change in the impact of schooling on teenage childbearing following the legislation on contraception in the late 1960s. [ABSTRACT FROM AUTHOR]

This paper builds on earlier work by the author to explore the international dimensions of a study of the changing roles and identities of professional staff in higher education (Whitchurch , ). It further develops the concept of the blended professional, characterising individuals with identities drawn from both professional and academic domains, and examines the institutional spaces, knowledges, relationships and legitimacies that they construct. Comparisons between the United Kingdom, Australia and the United States are used to provide indicators of possible futures for this group of staff, including their positioning in the university community, the challenges they face, and the potentials that they offer to their institutions. [ABSTRACT FROM AUTHOR]

The crisis in UK mathematics education, both in schools and universities, has been widely reported in the national media. A recent study shows that 26% of full-time mathematics teachers in UK schools have no qualification in the subject, and that 31% of all UK schools' mathematics teachers are now over the age of 50. The crisis in school mathematics has impacted on much of the university sector, with some departments under threat of closure and widespread difficulties experienced in student recruitment. The availability of attractive careers for mathematics graduates impacts upon the numbers choosing to enter teaching, thus risking a spiral of decline. Furthermore, studies suggest that UK mathematics graduates often lack confidence in several key skills essential for teaching, such as presenting information effectively, working in teams, and written communication. This paper recounts the development of a unit of study in the Faculty of Mathematical Studies at the University of Southampton, England, in conjunction with a new initiative, the Undergraduate Ambassadors Scheme, which seek to address the crisis in UK mathematics education through the training and placement of final year undergraduates as teaching assistants in local schools. This with a view to promoting mathematics to the broadest possible constituency as a university choice, whilst simultaneously developing those key transferable skills in which undergraduates regularly feel least confident, and allowing undergraduates to experience a flavour of teaching as a career option. [ABSTRACT FROM AUTHOR]

While socio-economic gradients in newborn health are well established (Currie, Am. Econ. Rev. 101(3), 1–22, 2011), understanding what produces these inequalities, and in particular the unique contribution of inter-connected mechanisms, remains difficult to estimate. We adapt decomposition methods proposed by Rothe (J. Bus. Econ. Stat. 33(3), 323–337, 2015), which isolate the marginal contribution of potential explanatory variables, to explore differences in birthweight by maternal education, in France and the UK. These methods allow looking at the whole birthweight distribution rather than binary indicators of low birthweight, and the adaptation we propose allows grouping covariates into sets that tap into the same concept, providing a better measurement of the overall role of each potential mechanism in explaining health gaps. Analyses are applied to rich, nationally representative data for infants in France and the UK. Beyond differences in birthweight distributions by maternal education, differences in group characteristics (health behaviours during the pregnancy; maternal work condition; social support; demographic and economic factors) explain much of the gaps in birthweight across educational groups in both countries, but especially France. Smoking appears to be the largest source of inequality in both countries. However, differences between countries emerge, such as the importance of social support and mental well-being in the UK, suggesting that national contexts may matter in generating differences in birth health across education groups. [ABSTRACT FROM AUTHOR]

Background: Artificial intelligence (AI)-enabled applications are increasingly being used in providing healthcare services, such as medical imaging support. Sufficient and appropriate education for medical imaging professionals is required for successful AI adoption. Although, currently, there are AI training programmes for radiologists, formal AI education for radiographers is lacking. Therefore, this study aimed to evaluate and discuss a postgraduate-level module on AI developed in the UK for radiographers. Methodology: A participatory action research methodology was applied, with participants recruited from the first cohort of students enrolled in this module and faculty members. Data were collected using online, semi-structured, individual interviews and focus group discussions. Textual data were processed using data-driven thematic analysis. Results: Seven students and six faculty members participated in this evaluation. Results can be summarised in the following four themes: a. participants' professional and educational backgrounds influenced their experiences, b. participants found the learning experience meaningful concerning module design, organisation, and pedagogical approaches, c. some module design and delivery aspects were identified as barriers to learning, and d. participants suggested how the ideal AI course could look like based on their experiences. Conclusions: The findings of our work show that an AI module can assist educators/academics in developing similar AI education provisions for radiographers and other medical imaging and radiation sciences professionals. A blended learning delivery format, combined with customisable and contextualised content, using an interprofessional faculty approach is recommended for future similar courses. Key points: A novel postgraduate module on AI for radiographers was developed and evaluated. Blended-learning delivery, customisable and contextualised course content, and interprofessional faculty are the ways forward for an ideal AI course for radiographers. Future courses could use this approach to develop their own AI training. [ABSTRACT FROM AUTHOR]

The Inspiring Readers programme, designed and implemented by Book Aid International, aimed to contribute to educational provision in African primary schools by setting up cupboard libraries and promoting reading, through a collaboration between schools and libraries. Public librarians were trained in how to equip teachers with the skills to run school libraries and offered ongoing support to schools. This afforded primary school children the opportunity to develop an interest in and habit of reading, through regular access to child-friendly, age-appropriate fiction and non-fiction books. Publisher-donated brand-new books were a vital part of this programme, with 372,473 UK publisher-donated books donated in total. As a result of the books, children have developed positive attitudes towards reading and have shown increased self-esteem and confidence as a result. Vibrant school libraries have increased the profile of the schools within their communities and teachers have benefited from the enhanced teaching aids available to them. Librarians' knowledge and skills have grown and, as a result, positive working relationships between librarians and teachers have begun. Librarians are also more visible within their communities and feel more respected. Within wider communities, there has been support for Inspiring Readers with parents borrowing books to read at home with their children. [ABSTRACT FROM AUTHOR]

Objectives: To explore the attitudes of United Kingdom (UK) medical students regarding artificial intelligence (AI), their understanding, and career intention towards radiology. We also examine the state of education relating to AI amongst this cohort. Methods: UK medical students were invited to complete an anonymous electronic survey consisting of Likert and dichotomous questions. Results: Four hundred eighty-four responses were received from 19 UK medical schools. Eighty-eight percent of students believed that AI will play an important role in healthcare, and 49% reported they were less likely to consider a career in radiology due to AI. Eighty-nine percent of students believed that teaching in AI would be beneficial for their careers, and 78% agreed that students should receive training in AI as part of their medical degree. Only 45 students received any teaching on AI; none of the students received such teaching as part of their compulsory curriculum. Statistically, students that did receive teaching in AI were more likely to consider radiology (p = 0.01) and rated more positively to the questions relating to the perceived competence in the post-graduation use of AI (p = 0.01–0.04); despite this, a large proportion of students in the taught group reported a lack of confidence and understanding required for the critical use of healthcare AI tools. Conclusions: UK medical students understand the importance of AI and are keen to engage. Medical school training on AI should be expanded and improved. Realistic use cases and limitations of AI must be presented to students so they will not feel discouraged from pursuing radiology. [ABSTRACT FROM AUTHOR]

The article discusses the significance of four year doctorate programme in universities of Europe , Great Britain and United States. In the united Kingdom, the trend is up from three years to three and a half or four. With financial commitments from the Medical Research Council (MRC) and the Wellcome Trust, the number of four-year programmes is rising. Ironically, the new European ideas are modelled on the US system, where four or five-year programmes often stretch much longer. According to a professor, students need to consider where their aspirations lie. If academia is not the ultimate objective, doing a doctorate should not be given.

Britain's oldest birth cohort study, the MRC National Survey of Health and Development (NSHD) provides data to explore life time influences on ageing. The latest data collection was undertaken between 2006 and 2011 when study members were aged 60-64 and consisted of postal and pre-assessment questionnaires to eligible study members, followed by invitation to attend one of six clinical research facilities (CRFs) across the UK for clinical assessments, and dietary diaries and activity monitors in the days following the CRF visit. The option of a home visit for clinical assessments was provided if the study member refused or was unable to attend the CRF. We examined response and attrition, here describing rates overall and for postal and clinical assessment modes of data collection, identifying socioeconomic and health-related predictors of response, and assessing the continued representativeness of the sample. In total, 2,661 (84 % of the target sample) responded. Lower educational attainment, lower childhood cognition and lifelong smoking independently predicted lower likelihood of both overall response and CRF cooperation. At 53 years, not owning one's home and not being married predicted lower likelihood of overall response whereas manual social class and obesity predicted lower likelihood of CRF cooperation. Providing for collection of biomedical data in the home and use of assessment instruments and modes to retain study members with lower education attainment, lower cognition and poorer health behaviours should be priorities for helping reduce attrition amongst vulnerable ageing study members. [ABSTRACT FROM AUTHOR]

We analyze the relationship between parents' education and the time devoted to childcare activities, with a focus on activities aimed at increasing the child's human capital. We use the sample of opposite-sex couples with children under age 18, from Spain (2002) and the UK (2000), included in the Multinational Time Use Study. By estimating a seemingly unrelated regressions tobit model, we find that mothers' education is associated with an increase in the time devoted to educational childcare by fathers in both Spain and the UK, while it is associated with an increase in the time devoted to educational childcare by mothers in Spain. We also find that fathers' education has no effect on the time devoted to educational childcare time by either parent. It seems that what really matters in determining the time devoted to educational childcare at the couple level is the educational level of the mother. [ABSTRACT FROM AUTHOR]

The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions, specific aims and instruction related aspects that are integrated in the national educational technology curricula of the three cases under investigation. The results indicate that specific aims mainly focus on the critical use of educational technology; safe and responsible use of educational technology; information retrieval, processing and production; communication by use of educational technology; and use of educational technology for subject learning. It is possible that a discrepancy exists between the concepts of digital literacy and the specific aims that are addressed in educational technology curricula. Moreover, the rationales that underlie educational technology curricula represent a catalytic and social point of view rather than an economic one. The implications of our findings for curriculum developers and researchers are discussed. [ABSTRACT FROM AUTHOR]

The article reports on the results from Great Britain's 1946 birth cohort study on the influence of early life on adulthood. It reports the results from the 1946 birth cohort known as the National Survey of Health and Development is run by Great Britain's Medical Research Council. It states the cohort study has gained new importance in Great Britain following the educational reforms and budget cuts.

Teachers in the UK and elsewhere are now expected to foster creativity in young children (NACCCE, ; Ofsted, ; DfES, ; DfES/DCMS, ). Creativity, however, is more often associated with the arts than with mathematics. The aim of the study was to explore and document pre-service (in the UK, pre-service teachers are referred to as ‘trainee’ teachers) primary teachers’ conceptions of creativity in mathematics teaching in the UK. A questionnaire probed their conceptions early in their course, and these were supplemented with data from semi-structured interviews. Analysis of the responses indicated that pre-service teachers’ conceptions were narrow, predominantly associated with the use of resources and technology and bound up with the idea of ‘teaching creatively’ rather than ‘teaching for creativity’. Conceptions became less narrow as pre-service teachers were preparing to enter schools as newly qualified, but they still had difficulty in identifying ways of encouraging and assessing creativity in the classroom. This difficulty suggests that conceptions of creativity need to be addressed and developed directly during pre-service education if teachers are to meet the expectations of government as set out in the above documents. [ABSTRACT FROM AUTHOR]

Using the British Household Panel Survey, we investigate if family size and birth order affect children’s subsequent educational attainment. Theory suggests a trade-off between child quantity and “quality” and that siblings are unlikely to receive equal shares of parental resources devoted to children’s education. We construct a new birth order index that effectively purges family size from birth order and use this to test if siblings are assigned equal shares in the family’s educational resources. We find that the shares are decreasing with birth order. Ceteris paribus, children from larger families have less education, and the family size effect does not vanish when we control for birth order. These findings are robust to numerous specification checks. [ABSTRACT FROM AUTHOR]

A questionnaire measuring nine different aspects of teachers’ beliefs and intentions concerning teaching in higher education was distributed to teachers at four institutions in the United Kingdom, yielding 638 complete sets of responses. There was a high degree of overlap between the participants’ scores on the subscales measuring beliefs and intentions, and analyses of both sets of scores yielded two factors reflecting an orientation towards learning facilitation and an orientation towards knowledge transmission. However, teachers’ intentions were more orientated towards knowledge transmission than were their beliefs, and problem solving was associated with beliefs based on learning facilitation but with intentions based on knowledge transmission. Differences in teachers’ intentions across different disciplines and between men and women seemed to result from different conceptions of teaching, whereas differences in teachers’ intentions across different institutions and between teachers with different levels of teaching experience seemed to result from contextual factors. Teaching intentions thus reflect a compromise between teachers’ conceptions of teaching and their academic and social contexts [ABSTRACT FROM AUTHOR]

Objective: To investigate the independent association between three different measures of socioeconomic status and plasma ascorbic acid level. Design: Cross-sectional population based study. Setting and participants: 20 292 men and women aged 39–79y who participated in the EPIC-Norfolk study. Results: Individuals in manual social classes, who had no educational qualifications or those who lived in the most deprived areas had significantly lower levels of plasma ascorbic acid compared to those in nonmanual social classes, with at least O-level qualifications or who lived in less deprived areas. The magnitude of effect for each measure of socioeconomic status was greater in current smokers compared to current nonsmokers. Conclusion: Education and social class were stronger predictors of differences in ascorbic acid levels, an indicator of dietary health behaviour, than a deprivation index based on the Townsend score. This suggests that education could be particularly important in influencing large socioeconomic differentials in health related behaviours and potentially, health outcomes in the UK. [ABSTRACT FROM AUTHOR]

The article profiles surgeon Sir James Paget. Topics covered include his efforts to study medicine in London, England in the 1830s and his greatest achievement as a medicine student. Also mentioned is his decision to become the curator of the pathology museum at St. Bartholomew's Hospital in the 1830s.