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For the past two decades, there has been a resurgence in the actualization of civic missions in universities; these universities have continued to demonstrate commitment to educate for the purpose of global citizenship. Global citizenship is both a skillset and a mindset. As universities engage in efforts to increase students' capabilities for living and working in a diverse society, research in this area has often focused on students of social science disciplines in the United States, presenting an opportunity for an investigation into students' sense of belonging and global citizenship in the STEM university context in the United Kingdom. Building on prior civic scholarship, which defines citizenship in part as a sense of belonging, this paper presents interview data from a longitudinal, mixed-methods study at a STEM university in the United Kingdom to explore the meanings and experiences of students' belonging in a multicultural institution, and their attitudes about current political issues before and during the COVID-19 pandemic. The study presents theoretical and practical implications for citizenship education research and practice.

Purpose: The purpose of this paper is to consider the under-representation of women in computing, information technology (IT) and information systems in most Western countries. This under-representation can only be detrimental to society. Design/methodology/approach: The authors discuss recently published studies on the under-representation of women in this field, and the lack of career progression for women, particularly in positions of senior responsibility. The results of a survey conducted in the UK, Greece, Malaysia and China are presented, and similarities as well as differences are identified. Malaysia and China are included as the under-representation is much less in the Asian countries. Findings: The authors identify the main reasons for the under-representation and lack of career progression, and study the effect of national culture on the formation of strategy and of practice in the four countries. Research limitations/implications: The survey respondents are mainly female students studying computing/IT at degree level. In the next phase of the research, the survey will include both male and female students, lecturers and employees within the IT sector. The research will be extended into a longitudinal study, in order to monitor trends. Originality/value: The UK Government is currently undertaking a number of initiatives to improve the representation of women in information and communication technologies. For those initiatives to be successful, the cultural issues identified in the paper need to be considered. (Contains 7 tables.)

The special issue aims to explore the possibility of pedagogy and curriculum design for promoting 'belonging'. Relevant to this aim is the question which we address in this proposed paper: To what extent, and in what ways, do students understand their learning experiences (i.e. of pedagogic and curricular practices) to be relevant factors in contributing to their sense of belonging? This paper draws from a study into students' sense of belonging that has so far run for two years, in Winter-Spring of 2019-20 and 2020-21. Building on existing research that has systematically sought to understand the dimensions and factors shaping students' sense of belonging in higher education, our mixed-methods study combines three methods of collecting data from students: a Sense of Belonging Scale, an open-ended questionnaire item, and in-depth semi-structured interviews. The data captures the views and experiences of ~500 students at one research-intensive university in the UK. Our findings have implications for teachers and institutional policy by revealing how particular pedagogic and curricular practices can both enable and undermine students' sense of belonging, as well as the limits of pedagogy/curricula in influencing belonging. We also explore how these factors interact with students' biographical characteristics, with some students facing particular challenges with regards to 'belonging'. We conclude that pedagogy and the curriculum have their main influence not directly, but rather by contributing to a broader 'academic sphere', within which students do or do not develop a sense of belonging. Practitioner Notes 1. Certain pedagogic and curricular practices and experiences promote sense of belonging 2. Sense of belonging is 'situated' and 'relational', as emphasised in other recent literature. 3. Pedagogy and the curriculum have their main influence on students' sense of belonging by contributing to a broader 'academic sphere' that shapes students' holistic experience. 4. Students' understanding of belonging is grounded in their perceptions of the specific institution that they belong to. 5. Strategies for promoting belonging should therefore be contextualised, since there is unlikely to be a 'one size fits all' model. [ABSTRACT FROM AUTHOR]

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Population estimates provide a baseline to inform conservation and management decisions. In this paper, we present a novel method to derive non-breeding population estimates of waterbirds in Great Britain. We combined Wetland Bird Survey (WeBS) data with a detailed environmental stratification to calculate population estimates for widely dispersed waterbird species, populations of which tend to be relatively poorly monitored by WeBS and other established schemes. These stratification-based estimates were then compared with published estimates, most of which were derived using extrapolations based on WeBS information and a small number of intensive surveys. We discuss the limitations and merits of the stratification method, and conclude by suggesting the species for which future use of the approach would be most appropriate for derivation of population estimates. We also outline potential ways to improve the baseline information on abundance of widely dispersed non-breeding waterbirds in Great Britain. [ABSTRACT FROM AUTHOR]

Background: Severe COVID-19 has a high mortality rate. Comprehensive pathological descriptions of COVID-19 are scarce and limited in scope. We aimed to describe the histopathological findings and viral tropism in patients who died of severe COVID-19., Methods: In this case series, patients were considered eligible if they were older than 18 years, with premortem diagnosis of severe acute respiratory syndrome coronavirus 2 infection and COVID-19 listed clinically as the direct cause of death. Between March 1 and April 30, 2020, full post-mortem examinations were done on nine patients with confirmed COVID-19, including sampling of all major organs. A limited autopsy was done on one additional patient. Histochemical and immunohistochemical analyses were done, and histopathological findings were reported by subspecialist pathologists. Viral quantitative RT-PCR analysis was done on tissue samples from a subset of patients., Findings: The median age at death of our cohort of ten patients was 73 years (IQR 52-79). Thrombotic features were observed in at least one major organ in all full autopsies, predominantly in the lung (eight [89%] of nine patients), heart (five [56%]), and kidney (four [44%]). Diffuse alveolar damage was the most consistent lung finding (all ten patients); however, organisation was noted in patients with a longer clinical course. We documented lymphocyte depletion (particularly CD8-positive T cells) in haematological organs and haemophagocytosis. Evidence of acute tubular injury was noted in all nine patients examined. Major unexpected findings were acute pancreatitis (two [22%] of nine patients), adrenal micro-infarction (three [33%]), pericarditis (two [22%]), disseminated mucormycosis (one [10%] of ten patients), aortic dissection (one [11%] of nine patients), and marantic endocarditis (one [11%]). Viral genomes were detected outside of the respiratory tract in four of five patients. The presence of subgenomic viral RNA transcripts provided evidence of active viral replication outside the respiratory tract in three of five patients., Interpretation: Our series supports clinical data showing that the four dominant interrelated pathological processes in severe COVID-19 are diffuse alveolar damage, thrombosis, haemophagocytosis, and immune cell depletion. Additionally, we report here several novel autopsy findings including pancreatitis, pericarditis, adrenal micro-infarction, secondary disseminated mucormycosis, and brain microglial activation, which require additional investigation to understand their role in COVID-19., Funding: Imperial Biomedical Research Centre, Wellcome Trust, Biotechnology and Biological Sciences Research Council., (© 2020 The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY 4.0 license.)