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Metaphors were introduced to the science of cathedral studies by Muskett in her book, "Shop window, flagship, common ground." Such metaphors have the power to inform and shape the perception of cathedrals, but lack theological or ecclesial authority. Gary Hall's analysis of "The purpose of cathedrals" offers a different approach to cathedral metaphors when he roots the purpose of cathedrals in the episcopal ordinal: cathedrals are mandated to do what bishops are called to be, by virtue of displaying the activities of the bishop's "cathedra." Central to these activities, exemplifying the bishop's role as teacher, cathedrals serve as "Episcopal centres of learning." Drawing on a careful analysis of information presented by the websites of the 43 Anglican cathedrals within England and the Isle of Man, the current study demonstrated that, like Anglican church schools, as Episcopal centres of learning, Anglican cathedrals offer educational provision that exemplifies a theology of nurture (concerned with the formation of Christian disciples) and educational provision that exemplifies a theology of service (concerned with supporting and serving the wider community).

Sarah Longair launched a collaborative project between school history teachers and university historians in the midst of the COVID-19 pandemic. In this article, Longair and her teacher colleagues, Kerry Milligan and Emma McKenna, share how they used online collaboration to develop a flexible and practical approach to school-university collaboration, and reflect on its impact and the key factors behind its success. The project particularly focused on decolonisation in historical research and scholarship. Milligan and McKenna share examples of the work the project enabled them to carry out with their departmental colleagues and students, exploring decolonisation and marginalised or silenced histories.

This study drew on data provided by 11,809 13- to 15-year-old students drawn from the four nations of the UK to explore the level of agreement with the view that science disproves the biblical account odf creation, and to explore the power of five sets of variables to predict individual differences in responses to that opinion. The five sets of variables were personal factors, psychological factors, religious factors, attitudinal factors (including 'scientific fundamentalism', understood as an exaggerated, uncritical, and unqualified belief in the inerrancy of science), and theological factors (distinguishing between differing implied theologies of religion). Blockwise multiple regression demonstrated that personal, psychological, religious, and theological factors all held significant power, but that the greatest variance was explained by the attitudinal variables. When the five sets of variables were assessed within the model, 25% of the variance was accounted for. Greater incompatibility between science and religion was associated with scientific fundamentalism ([beta] = 0.37, p < 0.001), with anti-religious attitude ([beta] = 0.16, p < 0.001), and with atheism ([beta] = 0.07, p < 0.001). These findings suggest that young people who believe in science in an unqualified way are more distrustful of religion.

What does it mean to be a Muslim young woman in Britain today and with which religious and social values do these young women identify? This paper tests the thesis that Muslim identity predicts distinctive values of public and social significance among female adolescents (13- to 15- years of age) who participated in a survey conducted across the four nations of the United Kingdom. From the 11,809 participants in the survey, the present analyses compares the responses of 177 female students who self-identified as Muslim with the responses of 1183 female students who self-identified as religiously unaffiliated. Comparisons are drawn across two domains defined as religiosity and as social values. The data demonstrated that for these female adolescents self-identification as Muslim encased a distinctive profile in terms both of religiosity and social values.

The purpose of this review is to expand understanding of the ways culturally, ethnically, and racially diverse youth have begun to reimagine urban and rural spaces using digital storytelling and photovoice, two methods that often fall under the broad field of youth participatory action research. To explain the conditions under which these methods favor movement toward socially just ideas and actions, we also build on and extend research in critical youth empowerment to call attention to the relational nature of the kind of work that positions youth as coresearchers and democratically engaged citizens. Of importance are the availability of safe, nurturing spaces that foster youth engagement, the quality of relationships between youth and adults, and the extent to which decisions and actions remain in the hands of youth. Finally, this review considers the implications for further research and what it could mean to reimagine schools and communities as spaces where youth have a voice as civically engaged citizens.

Traditional views of the writing process as a solitary and painstaking task can inhibit postgraduate students from pursuing useful conversations about their writing. Recent research has suggested that spaces for opening discussion on writing are needed and are important in supporting postgraduate writers to develop their academic identity (Cuthbert & Spark, 2008; Cuthbert, Spark & Burke 2009; Kamler & Thomson, 2007; Lee & Boud, 2003). This paper explores the experiences of five students at University College London (UCL), who were the first cohort to take a writing module which aimed to introduce theoretical and practical approaches to writing and to encourage reflection and evaluation of writing practices. The three key themes to emerge from the research were related to the development of the students' confidence as writers and more generally as researchers. These were: (1) Space--the value of having a defined space for writing, providing a new focus for learning in a less formal environment; (2) Academic Identity--the development of the students' academic identity through writing and gaining confidence as writers; and (3) Peer Learning--the importance of discussion with peers in developing writing and academic identity.

For the first time in 2001 the Census for England and Wales included a question on religious identity. The campaign for the inclusion of this question was largely pioneered by the Muslim community who argued that religious identity was a more significant indicator of social and public significance than ethnicity. This paper tests the thesis that Muslim identity predicts distinctive values of public and social significance among male adolescents (13-15 years of age) who participated in a survey conducted across the four nations of the United Kingdom. From the 11,870 participants in the survey the present analysis compares the responses of 158 male students who self-identified as Muslim with the responses of 1932 male students who self-identified as religiously unaffiliated. Comparisons are drawn across two domains defined as religiosity and as social values. The data demonstrated that for these male adolescents self-identification as Muslim encased a distinctive profile in terms both of religiosity and social values.

In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish existing knowledge, there was minimal use of existing data sets, and few evaluated provision longitudinally. We argue that in order to arrive at an evidence-informed approach, evaluation and teaching-related CPD must be clearly conceptualised, and aligned with institutional priorities. The involvement of students with staff CPD could also be usefully explored.

Background: Significant proportions of school children in the UK do not meet the minimum recommended daily requirements of 60-min moderate-intensity physical activity. Beyond taught classes, playtimes offer the opportunity for children to play and be physically active. Painted markings are one recent addition to school playgrounds that are inexpensive and have been shown to stimulate increased levels of physical activity among children during playtimes. Playground markings and supportive playground assistants can act as cues to increase physical activity. Purpose: While evidence exists to support the impact of playground markings on the levels of physical activity, no attempts have been made to assess the effects of playground markings on important indicators of psychological health such as self-esteem and physical self-concept. The way children view themselves from a physical perspective is likely to impact their future engagement in sport and physical activities. Given that the levels of physical activity have been found to be related to physical self-perceptions and self-esteem, and playground markings appear to facilitate increased physical activity, this study aimed to evaluate the effects of installing playground markings and training playground assistants on children's physical self-perceptions. Participants and setting: Participants were 218 primary school children (117 girls and 101 boys) aged 10 and 11 years. Informed consent was gained from all schools, and parents were given the choice to withdraw their child from the project before commencement of testing. Twelve schools received playground markings, while four further schools acted as controls. Playground assistants were trained to help facilitate use of markings by children. Playground markings consisted of painted lines and boxes. Data collection: The participants completed the Children and Youth Physical Self-Perception Profile under the supervision of trained research assistants. The behaviour of the children was also observed during the morning and lunch playtime periods prior to the installation of playground markings and again 8 months after installation. The System for Observing Children's Activity and Relationships during Play was used to assess playtime behaviour with 242 observations in total undertaken. Every sixth child to enter the playground was randomly observed for 10 min. Data analysis: Mixed-model ANOVAs were used to test for differences in physical self-perceptions of the children on the basis of intervention and over time. Percentage changes in observed physical activity and pro-social behaviours were calculated to determine differences between schools that received markings and those that did not. Findings: No significant differences were found in physical self-perceptions on the basis of intervention or over time. However, boys did report significantly higher perceptions of sport competence, physical conditioning, physical strength and physical self-worth than girls. Observed physical activity was found to increase by 7.5% in schools that received markings as opposed to a 7.7% decline in control schools. In addition, pro-social behaviours were found to increase by 6.7% following the installation of playground markings. Conclusion: These findings indicate that while playground markings can facilitate increased physical activity during playtimes, this does not translate into enhanced self-perceptions in children when evaluated 8 months after intervention.

University inductees may be increasingly vulnerable to stressors during transition into higher education (HE), requiring psychological resilience to achieve academic success. This study aimed to profile inductees' resilience and to investigate links to prospective end of year academic outcomes. Scores for resilience were based on a validated Connor Davison Resilience Scale (CD-RISC) drawn from 1534 inductees in a single UK university. A four-stage analysis revealed that incremental resilience was more facilitative of females' prospective academic attainment, but less functional and more convoluted for males. This large, distinctive study has implications for student support practices and highlights that the relationship between resilience and academic achievement requires further consideration in HE.

The purpose of this paper is to develop e-portfolio evaluation criteria which will be used to review the Blackboard LMS e-portfolio being used at one Higher Education (HE) institution in the UK as evaluation criteria for reviewing e-portfolio provision does not exist in the literature. The approach taken was to initiate a wide literature search which involved reviewing over 600 articles by their abstract dating from 1995 to 2010. The findings show that little has been written about the development of e-portfolio effective practice frameworks. Therefore e-learning effective practice frameworks were used as a basis from which to design and develop an e-portfolio evaluation framework and then apply it to the university case which uses a Blackboard e-portfolio to support Personal Development Plans. The research provides a starting-point for further research into the development of robust e-portfolio evaluation models and frameworks.

Purpose: Through examination of a case study this paper aims to describe a brand re-positioning exercise and explore how an emotionally driven approach to branding can help create meaningful connections with potential undergraduate students and can positively influence choice. Design/methodology/approach: The paper's approach is a case study description with quantitative analysis in support. Findings: The use of an emotionally driven branding concept has positively impacted business development and brand likeability within a UK university. Research limitations/implications: The paper is specific to one case study and evaluation of success remains relatively early. Initial implications relate to the potential use of emotion in higher education marketing communications and how the use of emotion acted as an enabler of more rational decision-making processes within the case university context. Originality/value: An exploration of issues related to the marketing of higher education services is of great importance at this time. The case study described offers value and learning for readers of the journal from both a theoretical and practical perspective. (Contains 1 figure and 1 note.)

Objective: To investigate the value of additional days of active commuting for meeting a criterion of 300+ minutes of moderate-to-vigorous physical activity (MVPA; 60+ mins/day x 5) during the school week. Methods: Based on seven-day diaries supported by teachers, binary logistic regression analyses were used to predict achievement of MVPA criteria according to days of active commuting to and from school. MVPA was recorded across five time points: (a) before school, (b) walking/cycling to and from school, (c) during school, (d) in school-based clubs and (e) during leisure time. The study was conducted in Derby, UK, in June 2006. Results: Active commuting was reported by 4218 (78 per cent of 5422) children for an average daily commuting time of 18.4 plus or minus 16.4 minutes. Children who commuted on more days in the week were most likely to achieve the MVPA criterion. Every day of active commuting doubled the chances of meeting the MVPA criterion; in Year 10 girls this effect was stronger (odds ratio 6.45). Conclusion: Results confirm the ubiquity of active commuting among young people. Even one additional day of active commuting helps to meet established criteria. In older girls active commuting is uniquely powerful in contributing to attainment of public health targets of MVPA. (Contains 1 figure and 1 table.)

Background: Young drivers are overrepresented in road traffic fatalities and collisions. Attempts to address this problem with pre-driver education have not met with unambiguous success. However, there is a lack of research on whether pre-driver education can change psychological antecedents to behaviour. Aims: The framework of the theory of planned behaviour (TPB) was employed to assess the effectiveness of an educational intervention used across the UK that aims to improve attitudes to road safety in pre-drivers. Sample(s): Secondary school students aged 15-16 years participated in the research, drawn from 12 schools in the UK. A total of 199 students took part in Expt 1 and 430 in Expt 2. Method: Expt 1 employed a within-participants design to measure any changes in road safety beliefs from pre- to post-intervention and 5-month follow-up. Expt 2 used a between-participants design to test whether any changes were genuine or due to experimenter effects. Results: Results of Expt 1 revealed a small, short-term improvement in some pre-driver beliefs immediately following the educational intervention, but no effect on other beliefs, and some evidence of unintended outcomes. The small, significant improvements found in Expt 1 were replicated in Expt 2, which is consistent with there being a genuine effect. Conclusions: Considering evidence from both experiments suggests the effectiveness of road safety education interventions are at best short term, and limited to some but not all psychological factors, with some risk of unintended consequences.

Objective: With growing concerns to establish the value for returns on public health investment, there is a need to identify cost-effective physical activity interventions. This study measured change in moderate physical activity (MPA) in seven community-based intervention types, costs and cost-effectiveness of the interventions, and possible explanations for cost variation. Design: Between 2004 and 2006, pre- and post-intervention assessments identified demographics and MPA levels, and quarterly interviews with intervention managers identified key implementation costs. Setting: Nine sites across the UK. Method: MPA was collected using self-report measures. MPA categories (sedentary, lightly, moderately, highly active) were assigned at pre- and post-intervention. Differences between pre- and post-intervention scores identified MPA change (median metabolic equivalent (MET)-minutes/week) in completers. Cost, attendance and activity data were combined to estimate the average monthly implementation cost, cost per participant attending interventions, and the cost per completer improving MPA category. An economic model was built to estimate the cost per Quality Adjusted Life Year (QALY) gained and potential savings to the National Health Service (NHS). Results: Demographics (n = 984) show that those who engaged with the interventions were predominantly white, British older females. In completers (N = 1,051), 37.9 per cent improved at least one MPA category. The cost per completer improving MPA category ranged from 260 British Pounds to 2,786 British Pounds (N = 1000). The cost per QALY gained from intervention types ranged from 47 British Pounds to 509 British Pounds, which was below the 20,000 British Pounds threshold implicit in National Institute for Health and Clinical Excellence (NICE) decisions. Future cost savings to the NHS per intervention participant ranged from 769 British Pounds to 4,891 British Pounds. In the case of each of the interventions, this saving per participant exceeds the implementation cost per participant, which ranged from 55 British Pounds to 3,420 British Pounds (N = 6940). Conclusions: MPA interventions are cost-effective. (Contains 3 tables.)

Garth Armstrong (pseudonym) agreed to participate based on a pre-existing "career-guidance-and-support" relationship with the researcher, to explore the realities of career transition. An account-making approach was used over the last eight months of his professional rugby-playing career (termination) and for a further ten months into his next career (transition). For Garth, retirement was premature, contested and unjust--he felt the moral outrage of being kicked out and of becoming excluded from his own athletic past. Garth regarded himself as embodying the values of a (proper) "rugby man", which were unmatched by those central to making him retire. Being central to the club and modelling idealized behaviours contrasted with still not being offered a replacement contract, meaning that his retirement represented a strong sense of betrayal. This was compounded by then being offered a contract extension, but only with reduced terms. Even after 18 months, support is continuing with retirement still being discussed.

The purpose of this article is to summarize the developing role and the challenges facing the British primary and secondary education sector in the promotion of children's health-enhancing physical activity. This is in the context of a public agenda on physical activity for health that grew steadily in stature throughout the 1990s and has accelerated dramatically in recent years. The government's Health Education Authority developed guidelines for adult physical activity for health in 1994 (Killoran, Fentem, & Casperson, 1994) and launched a national media campaign to promote physical activity in adults in 1998. In 1997, a consensus conference entitled Young and Active produced recommendations for health-enhancing activity for young people (Biddle, Sallis, & Cavill, 1998). There were clear parallels with the formulations of the statement from the Centers for Disease Control in the United States (Pate et al., 1995) and the subsequent publication of the U.S. Surgeon General's Report on physical activity (U.S. Department of Health and Human Services, 1996), the reactions to which are a primary feature of this issue. Indeed, many of the influential exercise scientists behind these developments also contributed to similar progress in the United Kingdom. (Contains 1 table and 1 figure.)

This interview with Ian Winkworth explains the Hybrid Library of the Future (HyLife) project at the University of Northumbria (United Kingdom) that was developed to help achieve integrated access to combined electronic and printed library services. The focus of the project is not on the technology, but on the educational, social, and organizational factors. (LRW)

The article discusses a ring-trial involving 7 European testing centers in Great Britain, Sweden and Germany to compare several real-time polymerase chain reaction (PCR) methods in the detection of Coxiella burnetii. Ten nucleic acid samples were received by each testing center. It indicates that real-time PCR assays that target multiple copy genes are more sensitive than those targeting single-copy genes and the additional use of a PCR targeting a single-copy gene can allow accurate quantification of the bacterial load present within a sample.

Introduction Irish dental graduates are eligible to enter general dental practice immediately after qualification. Unlike their United Kingdom counterparts, there is no requirement to undertake vocational training (VT) or any pre-registration training. VT is a mandatory 12-month period for all UK dental graduates who wish to work within the National Health Service. It provides structured, supervised experience in training practices and through organised study days. Aims This study aimed to profile the career choices made by recent dental graduates from UCC. It aimed to record the uptake of VT and associate posts, and where the graduates gained employment. Methodology A self completion questionnaire was developed and circulated electronically to recent graduates from UCC. An existing database of email addresses was used and responses were returned by post or by email. A copy of the questionnaire used is included as Appendix 1. Results Questionnaires were distributed over an eight-week period and 142 were returned, giving a response rate of 68.9%. Responses were gathered from those who graduated between 2001 and 2007; however, the majority came from more recent classes. Overall, the majority of graduates took up associate positions after qualification (71.8%) with smaller numbers undertaking VT (28.2%). Increasing numbers have entered VT in recent years, including 54.3 from the class of 2007. Overall, the majority of graduates initially took up positions in England (43%); however, in recent times more have been employed in Scotland. Subsequent work profiles of the graduates illustrate that the majority are now working as associates in general practice (51,4%) and in Ireland (54.2%). Conclusions * There has been an increase in the proportion of UCC graduates undertaking VT. * Graduates tended to move away from Ireland initially to gain employment. * There has been a shift away from employment in England towards Scotland where the majority of new UCC graduates are now initially employed. * The majority of graduates returned to Ireland for employment after the initial move away. [ABSTRACT FROM AUTHOR]

A tool was developed, using the nominal group and Delphi techniques, to explore healthcare staffs perceptions of the quality of hospital care provided in the United Kingdom compared with a tool from the United States. Similarities were identified in many core areas; however, there were several differences between the UK and US tools. This article identifies the process and findings and discusses possible reasons for similarities and differences between the tools. [ABSTRACT FROM AUTHOR]

In this the first article in a series, the discipline of Gerodontology is placed in context and the issues of what constitutes ageing, the demography of the older population, and changes in oral health are considered. Future clinical challenges to the profession and in the delivery of oral healthcare are also outlined. [ABSTRACT FROM AUTHOR]

This opinion piece aims to clarify the concepts of the theory-practice and practice-theory gaps, and to begin to explore the impact of these gaps on efficacious occupational therapy practice. Any perceived gaps between theoretical knowledge and practice skills may have a detrimental effect on the student experience and, ultimately, upon the production of graduates who are fit for practice and purpose. A number of issues are raised. One significant issue is the value of clinical updating for academic staff and its impact upon the student experience. Another issue is the need for further clarification of the definitions of theory-practice/practice-theory gaps and consideration of the impact of these perceived gaps. A need for further research is identified to explore staff perceptions of these issues. [ABSTRACT FROM AUTHOR]

Approximately 21,000 personnel are discharged from the U.K military each year (Centre for Social Justice 2014). A number of these veterans experience difficulty during the transition from military to civilian life (Bergman etal 2014). Objective: To determine the occupational performance challenges faced by U.K. military veterans, in order to develop occupational therapists' understanding of the difficulties that may occur when transitioning. Method: A quantitative design was utilised in the form of an online survey, based on the Occupational Self Assessment (Version 2.2) to assess the occupational performance challenges of thirty-one veterans (Baron et al 2006). Results: The five most frequent occupational performance challenges were managing finances, having a satisfying routine, relaxing and enjoying oneself, expressing oneself to others and having opportunities to participate in valued and liked activity. A high proportion of participants who rated the occupations as a challenge felt they were not important, specifically those relating to personal achievement and socialising with others. Conclusion: A veteran's transition from military to civilian life can have a significant negative impact on the individuals' occupational performance of daily life activities. This paper presents a U.K. perspective of the occupational challenges experienced by veterans. Ethical approval: This research project was approved by Teesside University School of Health and Social Care, Research Governance and Ethics Committee 15/10/2015. [ABSTRACT FROM AUTHOR]

Abstract: Objectives: Patients with respiratory diseases report significant fatigue, but few measures have been developed to assess respiratory disease-related fatigue in patients with either asthma or chronic obstructive pulmonary disease (COPD). This study developed and evaluated the psychometric characteristics of the COPD and Asthma Fatigue Scale (CAFS), a respiratory disease-targeted scale. Study Design: Patient qualitative data (focus groups and individual interviews) with COPD and asthma patients were used to generate the CAFS. An observational study involving patients with asthma or COPD from the US and UK was then conducted to assess the psychometric qualities of the CAFS. COPD patients completed the St. George’s Respiratory Questionnaire, asthma patients completed the Asthma Quality of Life Questionnaire, and selected clinical severity measures were collected for all patients. Results: Qualitative data were obtained from 78 patients with COPD and 84 with asthma. The observational study included 311 patients with COPD and 324 with asthma. The final 12-item CAFS was confirmed based on factor and item analyses. Internal consistency was 0.95 (both groups) and test-retest reliability was 0.82 and 0.84 (COPD and asthma, respectively). In COPD patients, CAFS scores were significantly correlated with St. George’s Respiratory Questionnaire scores (P <.0001); mean CAFS scores varied significantly by disease severity, exacerbations, and health status (P ≤.0014). In asthma patients, CAFS scores were significantly correlated with Asthma Quality of Life Questionnaire scores (P <.0001); mean CAFS scores varied significantly by disease severity, exacerbations, and health status (all P ≤.0024). Conclusions: The CAFS was developed using systematic qualitative and psychometric methods and is a reliable and valid measure of fatigue in asthma or COPD patients. [Copyright &y& Elsevier]