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Climate change is of great concern to all age groups but in particular to children. "Simple" climate models have been in place for a long time and can be used effectively with post-16 students. For younger children, modifications are required, and we describe in this paper the development and use of two such models. The first (the Granny Model) is a pictorial version of the model that has been used extensively with primary and early secondary school aged children (14 and younger). The second is an online version of the simple climate model that can be used without recourse to the underpinning mathematics and science but allows children to experiment with changing variables and how these changes affect the average surface temperature of the Earth.

How do universities encourage academics to buy into a shared vision while often setting punitive targets in teaching and research? This article explores possible antecedents of a university's shared vision and its relationships with academics' research and teaching performance in the era of managerialism. This cross-country study of two large universities in the UK and Vietnam draws on data from multiple sources to uncover the key components of a university's shared vision. A survey strategy was adopted. Data were collected from different sources, using a stratified random sampling technique from academics of different schools at those universities. A total of 431 survey responses from academics at these universities were included for analysis, employing structure equation modelling. It provides fresh insights into whether having a shared vision can benefit academics' research and teaching performance. The findings of this study show that while achieving a high degree of shared vision may enhance research performance, it may do little to improve teaching performance. The study provides empirical evidence indicating that a shared vision emerges as strongly rooted within individual employees rather than managers, challenging the common belief that a shared vision emanates primarily from the top down. This article advances social exchange theory (SET) by showing the interdependence of workplace antecedents, personal attributes, interpersonal connections, and performance. It introduces a framework for the relationship between universities' shared vision with its possible antecedents and with academics' teaching performance and research performance. The article also discusses useful implications for higher education leaders, based on the findings of the study.

This paper presents an overview of the arts-based methodology used in a research project that aimed to explore the impact of the lived experiences of racism on 10- and 11-year-old children in the United Kingdom. The research responds to the relative lack of literature concerning the racialised experiences of young children. We discuss how we developed the arts-based method of body mapping as an ethical approach to foregrounding the children's voices. We consider that this approach contributes to knowledge and understanding about exploring the nuanced and complex relationship between the children's external worlds and their internal feelings, and supporting them to process and communicate this. We suggest that the method presented is transferable, and present our ethically engaged, arts-based planning framework that can be used if others wish to adopt this way of working.

Across the United Kingdom, medical schools are acknowledging the need to respond to inequalities experienced by minority groups, racism within healthcare, and the need to decolonise medical curricula. Understanding the impact of structural racism is increasingly recognised as part of health professionals' training. In this paper we report the delivery of a new lecture and workshop on racism to first year medical students at Hull York Medical School, aimed to teach students about structural racism and the impact it has on health and healthcare services. Whereas comparable training programmes focus on personal values of inclusivity and diversity, these sessions encourage students to consider the reality of racism as part of health and healthcare experiences. The session includes conceptual content alongside applied examples of microaggression experienced by a healthcare professional. We report the results of student feedback attained through surveys using Likert scales and free text. We conclude by discussing the benefits of teaching medical students about racism, and its impact on patients and staff, rather than just inclusive practice.

The Incredible Years Teacher Classroom Management (TCM) programme is an evidence-based training with documented positive effects on teachers' classroom management strategies and pupil mental health. However, programme effectiveness alone does not ensure sustainability. This study explored teachers' views on the sustainability of the TCM programme. One year after attending the TCM training, 25 UK primary schoolteachers participated in three focus groups and ten individual interviews. Data were thematically analysed using the Framework Method. One year after the training, teachers were still using TCM strategies, adapting their use to their new cohort of pupils and still reported positive effects on children, teacher-parent relationships, and themselves. However, some school-level and educational policy changes hindered their intended use of TCM strategies. Teachers had shared the TCM strategies with their colleagues, with mixed responses from the latter. To ensure the sustainability of the programme, teachers endorsed refresher sessions and a whole-school training approach.

Specialized research training is a key component of graduate education, yet sexual and gender diverse (SGD) emerging scholars may not receive quality training and networking opportunities at their home institutions. International and interdisciplinary trainings by SGD scholars may develop research competence and academic networks, but few such extracurricular research training programs exist. This article presents the curriculum and mixed-method evaluation of the International Student Training Network (ISTN), a two-year bilingual training program designed to train SGD emerging scholars in Canada, the USA, Mexico, and the UK to conduct research with SGD youth. The racially diverse and interdisciplinary trainees (N = 38) completed a competence self-assessment at pre-test, midpoint, and post-test. Significant improvements in knowledge and skill were found, while importance of the concepts remained consistently high. Twelve trainees participated in interviews to reflect on their experience. Thematic analysis produced three themes, describing benefits of the ISTN: (1) 'You do stick out a lot': Fostering SGD scholarly community in academia; (2) 'We were all working together': Bridging the disciplinary and geographic gaps; and (3) 'A transformative experience': Developing scholarly self-concept and academic self-efficacy. The findings highlight the utility of specialized research training for emerging SGD scholars limited by geographical and disciplinary siloes.

The abrupt emergence and spread of the COVID-19 virus compelled institutions worldwide to swiftly suspend face-to-face instruction in favor of a remote teaching mode. This extraordinary shift of instructional delivery created one of the biggest infrastructural, pedagogical and operational challenges for universities in recent history. As institutions that traditionally have been slow to respond to sudden external influences, universities struggled to respond effectively to COVID-19. Using the Human Systems Dynamics approach as conceptual framework, this paper retrospectively explores how academic staff adapted their Emergency Remote Teaching strategies and became more learning-agile to respond to such challenges in the future. This exploratory case-study article summarizes the results of a survey of teaching staff's readiness, experience and struggles with Emergency Remote Teaching during COVID-19 in the United States, the United Kingdom and Australia, at the height of the pandemic. A total of 73 usable responses were received between July 17 and August 7, 2020. The results were classified into four categories: (1) Preparation and training; (2) Faculty impressions of own teaching; (3) Faculty experience; and (4) Faculty impressions of student experience.

This study is a conceptual replication of a widely cited study by Moffitt et al. (2011) which found that attention and behavior problems in childhood (a composite of impulsive hyperactive, inattentive, and impulsive-aggressive behaviors labeled "self-control") predicted adult financial status, health, and criminal activity. Using data from longitudinal cohort studies in the United States (n = 1,168) and the United Kingdom (n = 16,506), we largely reproduced their pattern of findings that attention and behavior problems measured across the course of childhood predicted a range of adult outcomes including educational attainment ([beta][subscript U.S.] = -0.22, [beta][subscript U.K.] = -0.13) and spending time in jail (OR[subscript U.S.] = 1.74, OR[subscript U.K.] = 1.48). We found that associations with outcomes in education, work, and finances diminished in the presence of additional covariates for children's home environment and achievement but associations for other outcomes were more robust. We also found that attention and behavior problems across distinct periods of childhood were associated with adult outcomes. Specific attention and behavior problems showed some differences in predicting outcomes in the U.S. cohort, with attention problems predicting lower educational attainment and hyperactivity/impulsivity predicting ever spending time in jail. Together with the findings from Moffitt et al., our study makes clear that childhood attention and behavior problems are associated with a range of outcomes in adulthood for cohorts born in the 1950s, 1970s, and 1990s across three countries.

Sense of belonging is a fundamental human motivation and, in higher education settings, has been associated with students' motivation and academic outcomes. However, less is known about the nuances of how students define belonging within a university context, and how their gendered and socio-economic identity-based experiences inform these definitions. Using a qualitative approach, we interviewed 36 UK university students to better understand (1) students' definitions of belonging to university, and (2) how these conceptualizations are shaped by their experiences in terms of their gender, their socioeconomic status, and the intersection of these two identities. Interviews showed that students defined belonging in terms of social belonging. These definitions were shaped by their (a) cultural capital about university, (b) socioeconomic or gender identity experiences and (c) perceived similarity with other students. Indeed, despite the fact that students' definitions of belonging were associated with how they have experienced belonging to university, identity-based experiences were mostly mentioned when they perceived they did not belong, which was framed as a "sense of anti-belonging". Otherwise, students defined belonging as (a) being authentic, considering--for example--gender identity-based experiences of acceptance in university, or (b) sharing similar experiences with others, considering the importance of perceiving similarity with other students to feel they belong and, in some cases, being necessary to learn about university culture to perceive similarity with others. Theoretical and practical implications are discussed in terms of how belonging conceptualisations are bound up in identity and context, opening questions about the consequences of inclusion and diversity policies in higher education.

Recent calls for the decolonization of the academy demand recognition for diverse canons of knowledge. Asia's economic ascent also imparts rising confidence among Asian scholars and institutions to promote indigenous knowledge. While these global calls for emancipation are invigorating, decolonial scholarship is prone to sterile theorization, historical fixity, and an overt romanticization of the Global South. Drawing on my lived experiences as an Asian academic, I reflect on decolonization and Asian epistemology from five different spaces in my life: (1) Northern Europe, (2) Toronto, (3) Southeast Asia, (4) Kazakhstan and (5) the United Kingdom. I analyze these spaces by using the concepts of intellectual captivity and decolonization from Syed Hussein Alatas and Kuan-Hsing Chen. Specifically, the tendency for decolonization movements to descend into nationalism, nativism, and civilizationalism provides provocative insights on epistemic justice (Chen, 2010). I demonstrate how epistemology as practice can reveal a colonial mindset even among academics who engage in social justice discourse and international work. I also highlight examples of indigenous knowledge that reinforce inequality based on race, gender, sexual orientation and religion. As more individuals with hybrid identities (race, culture, and nationality) enter academe and pursue careers that require international mobility, it is imperative that decolonization moves beyond reductive categories of identity that reproduce stereotypes. I conclude with reflections on the role of comparative and international education research in decolonization movements.

Additive manufacturing (AM) is projected to require 60,000 jobs in the UK by 2025, but there are a series of barriers to the industrial application. One of the most problematic is non-comprehensive knowledge in design for AM (DfAM). This study aims to test the effect of two undergraduate DfAM teaching approaches. A visual and audial approach (design lecture) and a kinaesthetic, problem-based learning (PBL) approach (manufacturing laboratory) were compared against technical and participant perspective criteria to assess the learning, engagement, and self-efficacy of the students. The participants were set a DfAM challenge; to redesign a bracket. The technical merits of the designs were evaluated after teaching through a design lecture alone or after a design lecture and manufacturing-laboratory. The participant's perspective was evaluated at the end of the study. The groups who undertook both the design lecture and manufacturing laboratory showed a mean technical mark of 100% for criteria (C) 13 ("Parts have been consolidated into one part"), 91.7% for C14 ("The bracket is hollowed where possible") and 100% for C16 ("Manufacture was successful"). These technical marks demonstrate a statistically significant increase over those of the groups who undertook the design lecture alone. The participant evaluation reinforced this result; the manufacturing laboratory was chosen more frequently in answer to questions on applicability (Q13 = 83%), preparedness (Q15 = 83%), and gaining confidence in DfAM (Q31 = 74%). This study demonstrates the importance of PBL in DfAM, both to increase technical aptitude of the student (creativity and manufacturing) and their perspective on their own learning and self-efficacy.

Relative age effects (RAEs) are independent of specific cutoff dates that can vary from country to country. However, the consequences of changing the selection cutoff dates within a national sport organization are unknown. Further, the transition from international youth to senior representation is yet to be explored in rugby union. Thus, the aims of this article were twofold: "Study 1" compared the birth quarter (BQ) distributions of the England Rugby Football Union (RFU) under-18 representatives based on September to August and January to December selection cutoff dates. "Study 2" explored the BQ distributions within the RFU international development pathway through analyzing the under-18, under-20, and senior representatives, as well as the BQ distributions of youth players who were subsequently capped at senior level. Chi-square analysis was used to compare BQ distributions in each sample against expected distributions. Results revealed a corresponding shift of a skewed birthdate distribution favoring chronologically older players that was mediated by specific cutoff dates (p < 0.05). Moreover, whilst RAEs were present within both youth cohorts (p < 0.05), it was not apparent at the senior level (p > 0.05). Furthermore, during the transition from international youth to senior representation, more chronologically older players were successfully capped.

We discuss a case study on how misinformation regarding COVID-19 health outcomes can arise due to confounding. Data from the UK on mortality rates suggest that people who have some level of vaccination and contract the Delta variant of COVID are twice as likely to die than those who are unvaccinated. Age, however, a confounding variable, when accounted for, produces a more complicated picture. The mortality rates for the vaccinated are statistically lower than the unvaccinated for the older but not younger age group. We present several approaches for teaching confounding to help students better understand this underemphasized concept's cause, effects, and origins.

Languages differ in the importance of acoustic dimensions for speech categorization. This poses a potential challenge for second language (L2) learners, and the extent to which adult L2 learners can acquire new perceptual strategies for speech categorization remains unclear. This study investigated the effects of extensive English L2 immersion on speech perception strategies and dimension-selective-attention ability in native Mandarin speakers. Experienced first language (L1) Mandarin speakers (length of U.K. residence > 3 years) demonstrated more native-like weighting of cues to L2 suprasegmental categorization relative to inexperienced Mandarin speakers (length of residence < 1 year), weighting duration more highly. However, both the experienced and the inexperienced Mandarin speakers continued to weight duration less highly and pitch more highly during musical beat categorization and struggled to ignore pitch and selectively attend to amplitude in speech, relative to native English speakers. These results suggest that adult L2 experience can lead to retuning of perceptual strategies in specific contexts, but global acoustic salience is more resistant to change.

This study explored the ways that work-integrated learning (WIL) influences the development of entrepreneurs. Seven alumni from Canada and the United Kingdom, who experienced differing forms of WIL during their degree, participated in qualitative in-depth interviews and provided rich pictures. A "rich picture" is a pictorial representation of a situation, including what happened, who was involved, how the participant perceived the situation. During the interviews, participants reflected on how WIL impacted their career and they created rich pictures to depict their perception of an entrepreneur and what influenced them to become an entrepreneur. Several important themes emerged and included seizing opportunities, thinking "outside the box," being resilient during difficult times, and the importance of networks. The influence of WIL was important for all participants and provided the framework of support that enabled the participants to manage difficult times and turn disruption into opportunity.

In recent years significant emphasis has been placed on staff and students as partners in higher education in order to address issues of engagement and transferable skills. However, the concept covers a wide range of meanings. On the one hand it can refer to module feedback questionnaires. At the other extreme it can include student input in curricular design, particularly constructing course materials. These very different experiences require different levels of academic preparation and student engagement. For the purpose of clarity in discussion it would seem useful to have a framework for the different levels of student-instructor partnerships, which emphasizes this range of experience rather than the activity content. This paper presents a framework based on the levels of student initiation of the partnership and of student involvement in the outcomes (referred to as ownership and autonomy respectively). The scheme was arrived at following study of the collaborative activities in two cognate programmes, the Natural Sciences degree programme at the University of Leicester and the Honours Integrated Science program at McMaster University. These programmes adopt pedagogical models which encourage the formation of strong, cohesive learning communities, thereby providing a rich variety of examples and an international perspective.

Scholars argue that higher education and international student research suffer from a lack of theoretical engagement, which is epistemologically limiting. This is troubling as theory frames research design and findings and pluralizes our understanding of a phenomenon. Given the large number of Chinese international students worldwide (and related research), this article uses them as an analytic example to understand the role of theories in shaping qualitative research designs, focuses, and findings. I reviewed 43 qualitative research articles on Chinese international students' experiences. Twenty-eight percent of the articles were found to lack theoretical engagement. When used, theories clustered around acculturation and sociocultural perspectives. Sixty percent of the articles foregrounded student challenges, as opposed to student agency or changes (40%). I discuss the consequences of a lack of theoretical engagement or diversity on how we understand and support international students, and conclude by urging scholars to increase, diversify, and generate theories as well as embrace cross-institutional and cross-disciplinary collaborations on research on international students.

There are multivariate influences on the development of children's executive function throughout the lifespan and substantial individual differences can be seen as early as when children are 1 and 2 years of age. These individual differences are moderately stable throughout early childhood, but more research is needed to better understand their origins. To some degree, individual differences in executive function are correlated between mother and child, but no research to date has examined these associations prior to when children are preschool age, nor have any studies considered the role of fathers' and mothers' executive function in tandem. Here, we use a sample of 484 families (Mothers 89.2% white; Fathers 92.5% white) in three countries (UK, USA, Netherlands) to investigate the role of each parents' executive function on the development of children's (49.7% female) executive function from 14 (M = 14.42, SD = 0.57) to 24 (M = 24.47, SD = 0.78) months, as well as parenting practices that underlie these associations. Results of structural equation models suggest stability in some--but not all--components of executive function and growing unity between components as children age. We replicate extant findings such that mothers' executive function predicts children's executive function over and above stability and extend these findings to include associations between father and child skills. We find an additive role of fathers' EF, similar in magnitude to the role of mothers' EF. Finally, for both mothers and fathers we find that sensitivity and autonomy supportive practices mediate the relations between parents' and children's executive function.

Experience of nature is widely linked to well-being, including psychological restoration. Benefits to creativity have been explored in a limited number of studies which refer to theories of restorative environments as frameworks, but it is unclear which aspects of the environment and person-nature transactions are implicated in these processes. In this study, N = 20 members of the British public were interviewed regarding the relevance of natural environments for their personal and professional creative activities. Thematic analysis of interview transcripts revealed that cognitive, affective, and aesthetic appraisals were reported as directly relevant to creativity in nature, while environmental properties, sensory experiences, and the self were reported as informing these appraisals. Similarities to theories of restorative environments were observed in terms of the relevance of affect, cognition, and aesthetics. However, divergences also occurred, especially with regard to perceptions of arousal as beneficial for creativity, the importance of change in the environment, and the relevance of the self. Studies and theoretical modeling of relationships between nature and creativity should include these concepts, as well as those from theories of restorative environments.

The education of entrepreneurship is considered the most effective method to stimulate entrepreneurship within a society (Aaltio & Eskelinen, 2016); hence, creating jobs and encouraging economic growth (Lackéus, 2015). There are nevertheless structural difficulties in teaching entrepreneurship (Yang, 2016), and institutions are often left with the question: 'learning-by-doing-what?' This is particularly worrisome for partner universities who are supposed to collaborate to benefit the student. This study examines which initiatives two partner universities have integrated regarding the concept of entrepreneurship education, and to what extent these initiatives are in accordance with the already established literature. The analysis of the results from the qualitative data gathered through interviews shows that both universities lack certain important aspects of entrepreneurship education in their current offerings. It was found that University A seems to lack cohesion between the different faculties, has not integrated a global approach, has weak links with SMEs and social impact companies, and offers experiential-based learning mainly with in-class activities. University B, on the other hand, shows an improper use of terminology regarding the concept of entrepreneurship, lacks the collaboration with large corporations and social impact companies, and has a short-term approach for its programs as opposed to the more effective long-term approach. In addition, both universities fail to widely integrate entrepreneurship across the university. The research shows that there is no generally accepted understanding of how universities should structure their entrepreneurial environment. This study aims at discovering and contrasting the current initiatives to stimulate entrepreneurship at university level by comparing two partner universities in the United Kingdom and The Netherlands.

The United Kingdom and Ireland have a well-established research base in motor competence (MC) research, ranging from reporting and monitoring levels of MC, developing assessment tools for MC, providing innovative curriculum and intervention design to support learning and development, as well as providing advocacy for particular groups, such as those with motor impairments. This expert statement, on behalf of the International Motor Development Research Consortium, draws together what is currently known about levels of MC in the United Kingdom and Ireland as well as current approaches to intervention in both countries. Subsequently presented are recommendations for researchers and practitioners to advance the field of MC for the benefit of children and youth in the United Kingdom, Ireland, and worldwide.

Background: A growing body of research has linked social media use to negative body image. Aims: The present research aimed to evaluate the efficacy of "Digital Bodies," a brief classroom-based intervention that aims to improve adolescents' body image. Methods: British adolescents (N = 290; Age M = 12.81; SD = 0.40; Range = 12-13; Female = 151) were cluster randomized to intervention or waiting list control groups. Measures of body satisfaction, appearance ideal internalization (thin and athletic ideal internalization) and self-objectification were completed at baseline (T1), 1-week post-intervention (T2) and 8-week follow-up (T3). Results: Multi-level modelling showed adolescents in the intervention group reported improved body satisfaction at T2, in comparison to the control, and crucially this effect was sustained at T3. Additionally, girls reported less thin ideal internalization at T2 relative to the control, but this effect was not sustained at T3. No other intervention effects were found. Conclusions: Overall, the findings provide initial support for the efficacy of "Digital Bodies" as an intervention for improving adolescents' body satisfaction.

Recent findings have shown that language plays an important role in the acquisition of novel cognitive tasks (van 't Wout & Jarrold, 2020). The current study sought to elucidate the factors that influence the contribution of language to novel task learning, focusing specifically on the role of task complexity (defined by the number of stimulus-response [S-R] rules per task) and the role of task instructions (by comparing trial-and-error learning to instruction-based learning). In each experiment participants were required to learn the correct response to novel sets of picture stimuli. When analyzed as a function of stimulus occurrence within a task, both experiments found that initial performance was worse under articulatory suppression (AS; verbal distractor task) than under foot tapping (i.e., nonverbal distractor task), but only if the task was more complex (consisting of 6S-R rules) and not if it was less complex (consisting of three or four S-R rules), suggesting that the acquisition of a simpler task by trial and error might not require verbal mediation. Experiment 2 furthermore found that the role of language was modulated by the manner of acquisition: For trial-and-error learning, the detrimental effect of AS increased and then decreased again as a function of stimulus occurrence. Conversely, for instruction-based learning, AS exclusively affected the first few stimulus occurrences, suggesting that participants can create a verbal representation of the task during the instruction phase. Together, these experiments demonstrate that the role of language in novel task learning is modulated by task complexity and task instructions.

Success of the UK's Spherical Tokamak for Energy Production (STEP) programme requires a robust plasma control system. This system has to guide the plasma from initiation to the burning phase, maintain it there, produce the desired fusion power for the desired duration and then terminate the plasma safely. This has to be done in a challenging environment with limited sensors and without overloading plasma-facing components. The plasma parameters and the operational regime in the STEP prototype will be very different from tokamaks, which are presently in operation. During fusion burn, the plasma regime in STEP will be self-organizing, adding further complications to the plasma control system design. This article describes the work to date on the design of individual controllers for plasma shape and position, magneto hydrodynamic instabilities, heat load and fusion power. Having studied 'normal' operation, the article discusses the philosophy of how the system will handle exceptions, when things do not go exactly as planned. This article is part of the theme issue 'Delivering Fusion Energy – The Spherical Tokamak for Energy Production (STEP)'. [ABSTRACT FROM AUTHOR]

Government-led reforms in the Further Education (FE) sector in the UK have highlighted the impact that FE institutions can have on national productivity and economic growth. This has resulted in growing calls to support the performance of FE teachers in the classroom. There is a paucity of research that has considered effective teaching practice within the unique context of FE. To address this gap, we sampled 90 full-time FE teaching staff, who participated in one of 12 in-depth focus groups, which aimed to: (a) develop a working definition of effective teaching in FE; (b) examine the characteristics of effective FE teachers; and (c) explore the process of effective FE teaching and the factors that may impact on this. Using thematic analysis, a definition was constructed that considered effective teaching practice to be a learner-centred process that facilitated learners' basic psychological needs resulting in a range of holistic outcomes. A number of effective FE teacher characteristics were also identified and categorised into four main themes: knowledgeable; professional skills; personal qualities; and interpersonal qualities. Finally, institutional-, learner-, and teacher-derived issues (e.g. institutional targets; learner expectations; teacher doubts over ability) were identified as factors that may influence the effectiveness of practice in FE. Our findings offer a unique insight into a context-specific conceptualisation of teacher effectiveness that can potentially support the training and development of FE teachers.

The overrepresentation of independently educated athletes amongst Team GB at the London 2012 Olympics was described as 'One of the worst statistics in British sport'. Whilst the ensuing debate referred to independent schools "en masse," the sector is far from homogenous. Within the UK independent (private) sector, a small subset of schools has educated a significant number of international sportsmen and women. Despite this record of success however, little research exists on young athletes in independent schools. Answering calls to study independent school sport, this paper uses semi-structured interviews with pupils and staff involved in sport in six independent schools in England to explore why some schools consistently produce international athletes. A dual theory framework combining the Eliasian notions of process and figuration, with Bourdieu's concept of distinction is employed to offer a sociological perspective on the sporting success of the schools studied. The findings reveal striking differences in institutional attractiveness, coaching, the sporting potential of the pupil intake, and facilities between the least and the most successful schools studied, where a number of intra and inter school practices contribute to an increasingly professionalised sporting environment. In concluding, a novel and more variegated perspective on the under researched and often difficult to access field of independent school sport is offered. The proposition being that through reconciliation of the notions of distinction and status rivalry, we are better able to understand the repeated success of some independent schools in supporting the development of talented young athletes.

During the COVID-19 pandemic, people across the globe have been exposed to large amounts of statistical data. Previous studies have shown that individuals' mathematical understanding of health-related information affects their attitudes and behaviours. Here, we investigate the relation between: (1) basic numeracy; (2) COVID-19 health numeracy; and (3) COVID-19 health-related attitudes and behaviours. An online survey measuring these three variables was distributed in Canada, the United States (US) and the United Kingdom (UK) (n = 2032). In line with predictions, basic numeracy was positively related to COVID-19 health numeracy. However, predictions, neither basic numeracy nor COVID-19 health numeracy was related to COVID-19 health related attitudes and behaviours (e.g. follow experts' recommendations on social distancing, wearing masks etc.). Multi-group analysis was used to investigate mean differences and differences in the strength of the correlation across countries. Results indicate there were no between-country differences in the correlations between the main constructs but there were between-country differences in latent means. Overall, results suggest that while basic numeracy is related to one's understanding of data about COVID-19, better numeracy alone is not enough to influence a population's health-related attitudes about disease severity and to increase the likelihood of following public health advice.

The present study used quantitative and qualitative methods to explore how lonely young people are seen from others' perspectives, in terms of their personality, behavior, and life circumstances. Data were drawn from the Environmental Risk Longitudinal Twin Study, a cohort of 2,232 individuals born in the U.K. in the mid-1990s. When participants were aged 18, they provided self-reports of loneliness, and informant ratings of loneliness were provided by interviewers, as well as participants' parents and siblings. Interviewers further provided Big Five personality ratings and detailed written notes in which they documented their perceptions of the participants and their reflections on the content of the interview. In the quantitative section of the article, regression analyses were used to examine the perceptibility of loneliness and how participants' loneliness related to their perceived personality traits. The informant ratings of participants' loneliness showed good agreement with self-reports. Furthermore, loneliness was associated with lower perceived conscientiousness, agreeableness, and extroversion and higher perceived neuroticism. Within-twin pair analyses indicated that these associations were partly explained by common underlying genetic influences. In the qualitative section of the study, the loneliest 5% of study participants (N = 108) were selected, and thematic analysis was applied to the study interviewers' notes about those participants. Three themes were identified and named: "uncomfortable in own skin," "clustering of risk," and "difficulties accessing social resources." These results add depth to the current conceptualization of loneliness and emphasize the complexity and intersectional nature of the circumstances severely lonely young adults live in.

Despite its practical and symbolic importance, the role of space in higher education remains under-researched. This study develops an understanding of student experience of the campus as a learning landscape. It is based on 28 participatory walking interviews with students, including the hand drawing of a campus map. Participants tended to see learning as about individual study or working alongside others, and rarely mentioned lectures. The choice of space to study was often shaped by convenience, and appeared to be somewhat static and habitual. There was a lack of exploration and only a limited sense of the benefit of fitting the learning task to the space. Yet students felt a sense of ownership and safety on campus. They actively used the characteristics of space to manage their own attention through studying where there were visible cues to study and controlling distraction.

This is a conceptual paper that examines the origin and development of universities and their current role in global society. There has been an unprecedented and exponential growth of technology and artificial intelligence capabilities over the past ten years which is challenging current working practices and affecting all areas of society. The paper examines how this role may change to match the new demands placed on them by a digitally enabled society that has greater leisure time. The design of the paper is first to detail some of the changes in work practices that are taking place and how these will impact on society. It then offers several ways in which universities could modify their role to respond to these emerging challenges. This could include new courses, new organisational structures and new pedagogical practices. The paper provides a platform for discussion and debate around the strategic vision and direction of travel for higher education.

Transition to higher education is challenging, and more so for some groups. The transition from Level 3 foundation year into Level 4 is an opportunity to explore student perspectives on transition. Qualitative survey and focus group data were collected from current and previous Level 3 students, to ascertain student perceptions about induction, level of belonging, confidence about Level 4 and to identify useful support sources. Over a third of eligible Level 3 students (n = 102) participated, but participation amongst eligible Level 4, 5 and 6 students was limited. Despite the heterogeneous nature of Level 3 students the majority recognised the value of the foundation year. Most Level 3 students did not identify with the university. Those who did highlighted the importance of social outlets such as clubs and societies. A major cause of dissatisfaction was perceived lack of clarity about the foundation year, including the programme, subjects and physical location of the course. This was apparent across all ethnicities, age groups and genders. Among previous Level 3 students, personal sources of support were uniformly valued although the precise source varied by year of study. Support from academic staff, via office hours and as personal tutors, was rated as most important. Enabling academic staff to offer support to students throughout their studies, and clear consistent information available throughout an ongoing transition, may help to minimise these issues.

Developmental research during COVID-19 suggests that pandemic-related disruptions in family relationships are associated with children's mental health. Most of this research has focused on 1 child per family, thereby obfuscating patterns that are differentially operative at the family-wide (i.e., between-family) versus child-specific (i.e., within-family) levels of analysis. Thus, the current study evaluates multilevel, longitudinal associations between COVID-19 disruption, family relationships, and caregiver/child mental health using a sibling comparison methodology. Caregivers (N = 549 families with 1098 children between 5 and 18 years old) were recruited from the Prolific research panel (73% White-European; 68% female; 76% United Kingdom, 19% U.S.A.; median 2019 income $50,000-$74,999). Caregiver reports of COVID-19 disruption, psychological distress, family functioning, parenting, and child mental health (for 2 children per family) were provided during May (time 1) and July (time 2) 2020. A Bayesian multilevel path analysis with random effects revealed: (a) families were experiencing difficulties across domains when COVID-19 disruption was high; (b) COVID-19 disruption corresponded to greater sibling differences in mental health; and (c) the sibling with poorer mental health received lower quality parenting over time, especially in families who reported higher levels of differential parenting. Findings suggest that understanding children's mental health difficulties during COVID-19 requires a family system lens due to the multiple ways these consequences permeate across the family unit. Comprehensive interventions for children's mental health during this time will likely require an examination of caregiver, sibling, and whole-family dynamics in the context of evidence-based telehealth practice.

One in eight children aged 5-19 years in the UK suffer from a psychiatric disorder, while fewer than 35% are identified and only 25% of children access mental health services. Whilst government policy states that primary schools are well-placed to spot the early warning signs of mental health issues in children, the implementation of early identification methods in schools remains under-researched. This study aims to increase understanding of the acceptability and feasibility of different early identification methods in this setting. Four primary schools in the East of England in the UK participated in a qualitative exploration of views about different methods that might enhance the early identification of mental health difficulties (MHDs). Twenty-seven staff and 20 parents took part in semi-structured interviews to explore current and future strategies for identifying pupils at risk of experiencing MHDs. We presented participants with four examples of identification methods selected from a systematic review of the literature: a curriculum-based approach delivered to pupils, staff training, universal screening, and selective screening. We used NVivo to thematically code and analyse the data, examining which models were perceived as acceptable and feasible as well as participants' explanations for their beliefs. Three main themes were identified; benefits and facilitators; barriers and harms, and the need for a tailored approach to implementation. Parents and staff perceived staff training as the most acceptable and feasible approach to systematic identification, followed by a curriculum-based approach. Universal and selective screening garnered mixed responses. Findings suggest that a systematic and tailored approach to early identification would be most acceptable and feasible, taking into consideration school context. Teacher training should be a core component in all schools.

Objectives: To describe the clinical signs and outcome of a large cohort of dogs presenting with neurological signs secondary to Neospora caninum infection. Materials and Methods: Retrospective review of cases presenting to two UK referral centres with neurological signs secondary to N. caninum infection between 2014 and 2023. Presenting signs, diagnostic test results, treatment, short‐ and long‐term outcome analysed. Results: A total of 1690 cases were assessed for eligibility. Forty‐four cases with a diagnosis of neosporosis were obtained. Three cases were then excluded due to non‐neurological presentations (two hepatitis and one myocarditis). A total of 41 cases were included in the study. Cerebello‐vestibular signs predominated; however, presenting clinical signs were varied and the neurolocalisation was often multifocal in nature (46.3%), making neosporosis an important differential diagnosis for meningoencephalitis of unknown origin. Complete clinical improvement was rare (5.6%), and relapses were common (27.8% cases with follow‐up). Clinical Significance: Neosporosis remains an important differential diagnosis for dogs at any age presenting with multifocal neurological signs. The outcome is considered poor and relapse rate is high. [ABSTRACT FROM AUTHOR]

Sugar sweetened beverage consumption has been suggested as a risk factor for childhood asthma symptoms. We examined whether the UK Soft Drinks Industry Levy (SDIL), announced in March 2016 and implemented in April 2018, was associated with changes in National Health Service hospital admission rates for asthma in children, 22 months post-implementation of SDIL. We conducted interrupted time series analyses (2012-2020) to measure changes in monthly incidence rates of hospital admissions. Sub-analysis was by age-group (5-9,10-14,15-18 years) and neighbourhood deprivation quintiles. Changes were relative to counterfactual scenarios where the SDIL wasn't announced, or implemented. Overall, incidence rates reduced by 20.9% (95%CI: 29.6-12.2). Reductions were similar across age-groups and deprivation quintiles. These findings give support to the idea that implementation of a UK tax intended to reduce childhood obesity may have contributed to a significant unexpected and additional public health benefit in the form of reduced hospital admissions for childhood asthma. Asthma is one of the most common diseases in childhood and for which the UK has the highest mortality rates in Europe. Here, the authors show that the UK soft drinks industry levy was linked with a fall in hospital admissions for asthma in children [ABSTRACT FROM AUTHOR]

In this paper, we propose a methodology to support the Curriculum Design and Development (CDD) process with the aim of aligning competences provided by Higher Education Institutions (HEIs) with the ones required by companies. The proposed methodology stems from the identification of companies' training needs and aims at classifying a set of specific competences that are derived through a desk analysis of the existing academic offer. The novelty of the proposed methodology is represented by the introduction of quantitative indicators used for competences' classification which may support decision-makers in the individuation of the expected learning objectives of the curriculum. The proposed approach has been developed and tested in the context of a European Project (TrainERGY -- Training for Energy Efficient Operations) involving four European countries (Italy, Poland, UK and Greece), whose objective was the definition of a transnational curriculum oriented to qualify better practitioners involved in energy efficiency operations in SMEs.

The BioMedical Admissions Test (BMAT) has been used to select students for healthcare courses for 15 years. Recently, the candidature has included an increasing number of test takers who did not complete their schooling in the UK. In line with responsibilities to promote widening participation, a revision of the Section 2 Scientific Knowledge and Applications specification was conducted, to support the preparation of candidates from under-represented groups and international candidates. The process was guided by validity frameworks established in language testing research, with a particular focus on consequential validity and washback. Candidate surveys are reported to illustrate the focus on test preparation. Issues identified in the review demonstrate the impact of international test-takers' linguistic backgrounds and differences in teaching approaches, and possible interactions between these are discussed. It is recommended that admissions test developers make use of holistic frameworks of validity from other contexts to systematically interrogate a wide range of validity evidence relating to their tests.

The relationships between RE leaders in Catholic education and their schools and their religious communities may be ambiguous. RE leaders often appear disconnected from both 'ordinary' teacher issues and 'ordinary' leadership issues because of their religious responsibilities. In this innovative research project, the authors have explored RE leader connectedness and disconnectedness in Catholic schools around the world. Visual research methods are used, as respondents make use of artistic representations of both connectedness and disconnectedness, to describe (by explaining their choice of picture) the nature of their connectedness. Responses from Australia, Hong Kong in China, the USA, the UK and Germany are presented here, generating an initial account of the lived reality of RE leaders in Catholic schooling systems. Responses range from those who seem to integrate their accountabilities to school and church systems to those who seem more 'torn' between those systems and disconnected from one or both of school and church. The authors suggest this has implications for practical-empirical theology, and education more generally, based on the idea of the 'bi-dimensionality' of the RE leader role in Catholic schools, and on the role of the school in Catholic theology which, according to D'Souza, 'cannot help but be one of the intersecting points where the problems and challenges of society are encountered'.

Digital natives is a term used to describe current higher education (HE) students, whose lives are proliferated by digital technologies. To cater to the needs of this new generation of students, HE institutions increasingly adopt digital tools such as virtual learning environments (VLE) and social media (SM). Little is known, however, about the impact of these digital technologies on students' HE outcomes. Drawing from service productivity theories, this study aims to address this gap. Through exploratory sequential mixed research methods, we identify five HE outcomes and reveal that Learning-Oriented Outcomes are the most important in HE even when digital technologies are not used; and these outcomes are further enhanced when students use VLE. Learning-Oriented Outcomes, however, are the least important when SM is used in HE; students tend to prioritise outcomes related to Knowledge Transfer instead. Our research findings derive theoretical and practical contributions and open up avenues for future research.

The paper raises concerns about entry-level positions within large organisations as corporate accounting tasks are re-engineered, automated and relocated. Reduced opportunities for accounting graduates to start their careers are but one factor in a confluence of challenges to accounting education; not least, that in England and Wales study debt is around £50,000 for a typical degree programme. Drawing on discussions from an education/employer stakeholder group, the enquiry finds that longstanding tensions about the optimal mix of intellectual, technical and generic skills in accounting education might be better framed within a broader process of helping students to develop a social identity relevant to their work context. A key proposal is that educators should play a pivotal role in mentoring students so that they develop their own sense of preprofessional identity and thus, become work-ready on graduation.

Research quality is often based on the perceived quality of journals in which the research appears. Journal quality is subjectively based on a wide array of objective journal characteristics, including acceptance rates and citations. The authors expand on recently published research by examining the extent in which journal characteristics vary across national boundaries. It also expands upon the prior research by examining accounting journals, finance journals, and information systems journals. U.S. journals are compared with those from the United Kingdom, and other countries in general. Findings demonstrate that significant differences exist across disciplines and nations, thus making it necessary to consider these journal characteristics when gauging journal and research quality.

Education is influenced by a broad range of factors but there has been limited research into the role that early school enjoyment plays in pupil's educational achievement. Here we used data from a UK cohort to answer three research questions. What is the association between early school enjoyment and later academic achievement? To what extent do family background factors underlie this association? Do sex differences in school enjoyment underlie sex differences in achievement? School enjoyment was self-reported in two questionnaires completed at age 6. We used multiple imputation to account for missing covariates in this study, giving an imputed sample size of 12,135. Children's school enjoyment at age 6 associated with sex and cognitive ability but not family socioeconomic background. For example, girls were twice as likely to report enjoying school than boys (OR: 1.97; 95% CI: 1.56, 2.48). School enjoyment strongly associated with later achievement in age 16 compulsory GCSE exams even after adjustment for socioeconomic background and cognitive ability; pupils who reported enjoying school scored on average 14.4 (95% CI: 6.9, 21.9) more points (equivalent to almost a 3-grade increase across all subjects) and were 29% more likely to obtain 5 + A*-C GCSE's including Maths and English (OR: 1.29; 95% CI: 0.99, 1.7) than those who did not enjoy school. These results highlight the importance of school enjoyment for educational achievement. As a potentially more modifiable factor than socioeconomic background, cognitive ability or sex, school enjoyment may represent a promising intervention target for improving educational outcomes.

Cone beam CT is integral to most modern radiotherapy treatments. The application of daily and repeat CBCT imaging can lead to high imaging doses over a large volume of tissue that extends beyond the treatment site. Hence, it is important to ensure exposures are optimised to keep doses as low as reasonably achievable, whilst ensuring images are suitable for the clinical task. This IPEM topical report presents the results of the first UK survey of dose indices in radiotherapy CBCT. Dose measurements, as defined by the cone beam dose index (CBDIw), were collected along with protocol information for seven treatment sites. Where a range of optimised protocols were available in a centre, a sample of patient data demonstrating the variation in protocol use were requested. Protocol CBDIw values were determined from the average dosimetry data for each type of linear accelerator, and median CBDIw and scan length were calculated for each treatment site at each centre. Median CBDIw values were compared and summary statistics derived that enable the setting of national dose reference levels (DRLs). A total of 63 UK radiotherapy centres contributed data. The proposed CBDIw DRLs are; prostate 20.6 mGy, gynaecological 20.8 mGy, breast 5.0 mGy, 3D-lung 6.0 mGy, 4D-lung 11.8 mGy, brain 3.5 mGy and head/neck 4.2 mGy. However, large differences between models of imaging system were noted. Where centres had pro-active optimisation strategies in place, such as sized based protocols with selection criteria, dose reductions on the 'average' patient were possible compared with vendor defaults. Optimisation of scan length was noted in some clinical sites, with Elekta users tending to fit different collimators for prostate imaging (relatively short) compared with gynaecological treatments (longest). This contrasts with most Varian users who apply the default scan length in most cases. [ABSTRACT FROM AUTHOR]

Background and aims: Methods for femoral venous haemostasis following electrophysiology (EP) procedures include manual compression (MC) and suture‐based techniques such as a figure‐of‐eight suture secured with a hand‐tied knot (Fo8HT) or a modified figure‐of‐eight suture secured with a 3‐way stopcock (Fo8MOD). We hypothesised that short‐term bleeding outcomes using the Fo8MOD approach would be superior to MC. We additionally compared outcomes between Fo8MOD and Fo8HT approaches. Methods: We studied consecutive patients undergoing EP procedures at our institution between March and December 2023. Patients were categorised into three haemostasis groups: MC, Fo8HT and Fo8MOD. Access site complications were classified as major (requiring intervention or blood transfusion, delaying discharge or resulting in death) or minor (bleeding/haematoma requiring additional compression). Results: 1089 patients were included: MC 718 (65.9%); Fo8HT 105 (9.6%); Fo8MOD 266 (24.4%). Procedures were most commonly for atrial fibrillation (52.4%), atrial flutter (10.9%), and atrioventricular nodal re‐entrant tachycardia (10.1%). In patients receiving periprocedural anticoagulation (865, 79.4%), Fo8MOD associated with fewer complications than MC or Fo8HT (major: MC 2.2%, Fo8HT 6.0%, Fo8MOD 0.8%, p =.01; minor: MC 16.5%, Fo8HT 12.0%, Fo8MOD 7.4%, p =.002). In patients not receiving periprocedural anticoagulation, complications did not differ between haemostasis methods (total major and minor complications 5.8%, p =.729 for between groups rates). On multivariable logistic regression, Fo8MOD was associated with a significantly lower risk of access site complications (OR 0.29 [95% CI 0.17–0.48], p <.001), whilst intraprocedural heparinisation (OR 5.25 [2.88–9.69], p <.001) and larger maximal sheath size (OR 1.06 [1.00–1.11], p =.04) were associated with a higher risk of complications. Conclusion: Femoral haemostasis with Fo8MOD associates with fewer access site complications than MC and Fo8HT following EP procedures that need periprocedural anticoagulation. [ABSTRACT FROM AUTHOR]

Background/aims: Suicidal Ideation (SI) is a risk factor for suicide, a leading cause of death amongst young men globally. In this study we assess whether sustaining a serious physical combat injury is associated with SI and whether leaving service mediates this association. Methods: We analysed data from male UK Armed Forces personnel who sustained a combat injury in Afghanistan and a frequency-matched comparison group who did not sustain such an injury (the ADVANCE cohort). SI was measured from the Patient Health Questionnaire-9 item 'thoughts that you would be better off dead or of hurting yourself in some way'. Results: Approximately, 11.9% (n = 61) of the uninjured group, 15.3% (n = 83) of the overall injured group, 8.5% (n = 13) of an Amputation injury (AI) subgroup and 17.6% (n = 70) of a Non-Amputation Injury (NAI) subgroup reported SI in the past 2 weeks. The NAI subgroup reported greater likelihood of SI (Relative Risk Ratio (RR) = 1.44, 95% confidence interval (CI) [1.04, 2.00]) compared to the comparison group, whereas the overall injured group (RR = 1.23, 95% CI [0.90, 1.68]) and AI subgroup (RR = 0.65, 95% CI [0.36, 1.18]) did not. Leaving service fully mediated the association between sustaining a NAI and SI (natural direct effect RR = 1.08, 95% CI [0.69, 1.69]). Conclusions: UK military personnel with NAI reported significantly higher rates of SI compared to demographically similar uninjured personnel, while those who sustained AIs reported no significant difference. Leaving service was associated with greater rates of SI for both injured and uninjured personnel and fully mediated the association between sustaining a NAI and SI. [ABSTRACT FROM AUTHOR]

Background and Aims This study assessed whether a model incorporating clinical features and a polygenic score for ascending aortic diameter would improve diameter estimation and prediction of adverse thoracic aortic events over clinical features alone. Methods Aortic diameter estimation models were built with a 1.1 million-variant polygenic score (AORTA Gene) and without it. Models were validated internally in 4394 UK Biobank participants and externally in 5469 individuals from Mass General Brigham (MGB) Biobank, 1298 from the Framingham Heart Study (FHS), and 610 from All of Us. Model fit for adverse thoracic aortic events was compared in 401 453 UK Biobank and 164 789 All of Us participants. Results AORTA Gene explained more of the variance in thoracic aortic diameter compared to clinical factors alone: 39.5% (95% confidence interval 37.3%–41.8%) vs. 29.3% (27.0%–31.5%) in UK Biobank, 36.5% (34.4%–38.5%) vs. 32.5% (30.4%–34.5%) in MGB, 41.8% (37.7%–45.9%) vs. 33.0% (28.9%–37.2%) in FHS, and 34.9% (28.8%–41.0%) vs. 28.9% (22.9%–35.0%) in All of Us. AORTA Gene had a greater area under the receiver operating characteristic curve for identifying diameter ≥ 4 cm: 0.836 vs. 0.776 (P <.0001) in UK Biobank, 0.808 vs. 0.767 in MGB (P <.0001), 0.856 vs. 0.818 in FHS (P <.0001), and 0.827 vs. 0.791 (P =.0078) in All of Us. AORTA Gene was more informative for adverse thoracic aortic events in UK Biobank (P =.0042) and All of Us (P =.049). Conclusions A comprehensive model incorporating polygenic information and clinical risk factors explained 34.9%–41.8% of the variation in ascending aortic diameter, improving the identification of ascending aortic dilation and adverse thoracic aortic events compared to clinical risk factors. [ABSTRACT FROM AUTHOR]

Military widow/ers can experience spousal death suddenly and in traumatic circumstances. Evidence shows that this experience often has a long-term effect on surviving family members, highlighting the unique experiences of loneliness and social isolation in the armed forces community. This study aimed to explore military widow/ers' lived experiences of social isolation and loneliness and unmet needs relating to social participation. This paper presents the qualitative findings of a sequential study in which Phase One utilized an online survey (N = 165) and Phase Two employed semi-structured interviews (N = 26). Almost all participants across both Phases discussed feeling lonely, socially isolated, or both. Findings highlight the complexity in transition from military spouse to military widow/er through the loss of a military community and geographical location. This was further compounded by language barriers and perceived hierarchy (through service life or circumstances of death) which created obstacles to help seeking. However, individuals who did join military widow/ers' associations valued peer support through shared connection and understanding. Peer support was particularly valued as, for many, existing relationships with friends or family members were often negatively impacted following bereavement. These changed relationships led to feelings of both vulnerability and loss. Consideration needs to be given to how access to appropriate support is gained and what provision needs to be in place. This study recommends the use of more inclusive language for the military bereaved to promote inclusive practices and broaden the availability of support, including that which would increase social participation, across the sector. [ABSTRACT FROM AUTHOR]