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Debates about how best to support students' transition from school to university have re-emerged periodically since at least the 1970s. This paper focuses upon one aspect of this transition: how to develop the quantitative skills students acquire at school throughout the first year of their degree. We report on an attempt to inject pedagogic innovation into the teaching of quantitative methods to first-year geography undergraduates at a large Russell Group university in the UK. More specifically, we report on moving to a pedagogic approach of student-centred, inquiry-based learning, which uses quantitative methods to investigate the issue of air pollution. We explore whether "statistical anxiety" is still a common experience of undergraduate geographers and the extent to which pedagogical innovation can help to alleviate this. Although the focus is on UK Geography, the paper has wider relevance to anywhere geographical research methods are taught. [ABSTRACT FROM AUTHOR]

Decolonisation of the curriculum in higher education is a radical, transformative process of change that interrogates the enduring Eurocentric and racist narratives surrounding the production of academic 'knowledge'. Our key argument is that it is essential for students of politics to understand the authorities and hierarchies exerted through quantitative data. In this article, we show that (1) quantitative methods and data literacy can be an explicit tool in the endeavour to challenge structures of oppression, and (2) there is a need to apply decolonial principles to the teaching of quantitative methods, prioritising the historical contextualisation and anti-racist critique of the ways in which statistics amplify existing micro and macro power relations. To explain how this can be done, we begin with a commentary on the 'state of decolonisation' in higher education, its relevance to the subdisciplines of politics, and its application to quantitative teaching in the United Kingdom. We then suggest some guiding principles for a decolonial approach to quantitative methods teaching and present substantive examples from political sociology, international political economy, and international development. These suggestions and examples show how a decolonial lens advances critical and emancipatory thinking in undergraduate students of politics when it is used with quantitative methods. [ABSTRACT FROM AUTHOR]

Increasing access to children's social care data presents enormous potential for research and policy evaluation, with opportunities increased where data can be anonymously linked to other sources of information, such as health and education data. The purpose of this scoping review was to provide an overview of all UK data linkage studies that have used routinely collected individual-level children's social care administrative data. Six research databases were searched and twenty-five studies were identified as meeting the inclusion criteria, with the majority (n  = 18) based on English data. Complexities and the time-consuming nature of these studies are highlighted, as are issues with missing data and inconsistencies in recording information across local authorities, impacting on the linkage process. Increased access to such data, and improvements to data capture, could improve the utility of these valuable administrative data assets in the social care sector. [ABSTRACT FROM AUTHOR]

In a paper published in the Journal of the Royal Society of Medicine, Adamson et al. (2020) interpret data as showing that cognitive behavioural therapy leads to improvement in patients with chronic fatigue syndrome and chronic fatigue. Their research is undermined by several methodological limitations, including: (a) sampling ambiguity; (b) weak measurement; (c) survivor bias; (d) missing data and (e) lack of a control group. Unacknowledged sample attrition renders statements in the published Abstract misleading with regard to points of fact. That the paper was approved by peer reviewers and editors illustrates how non-rigorous editorial processes contribute to systematic publication bias. [ABSTRACT FROM AUTHOR]

To explore a) pre-registration students' self-perceptions of clinical leadership behaviours and b) differences in students' self-perceptions of leadership behaviours between two countries (UK and Israel). Effective leadership has been associated with high-quality and compassionate care provision in health and social care contexts. This has led to a common acceptance that teaching leadership in nursing education is essential if students are to develop competencies in this area. Worldwide, there is limited research on nursing students' perception of clinical leadership behaviours as well as on the development of leadership behaviours during the study years. A cross-sectional survey design was used among two convenience samples of UK and Israeli pre-registration nursing students. Closed questionnaires were uploaded in the format of a commercial internet survey provider (Qualtrics.com) and distributed through the virtual learning platforms in the two participating universities. In total 656 students were invited to participate and the response rates were 28.1 % (Israel) and 17.9 % (England). Overall, 140 students completed the questionnaires. Significant differences were found between the two sites in the leadership dimensions "Emotional Intelligence" and "Impact and Influence" (p <.05), with UK students scoring higher than Israeli students. Among the Israeli sample, significant differences were found in leadership dimensions according to years of study, with higher scores reported in the 3rd and 4th year students compared with the 1st and 2nd Year students in the referred dimensions (p <.05). Differences in students' clinical leadership perception exist between the two cohorts examined. Nurse educators should expand international research on this subject to identify possible antecedents in developing clinical leadership behaviours. At the same time, there is a need to continue efforts to enhance the development of clinical leadership behaviours during all study years through curriculum updating to prepare future nurses better to provide quality, safe and person-centered care. [ABSTRACT FROM AUTHOR]

This method note presents Q methodology as a useful tool for evaluators to add to their practice toolbox. Q methodology, which involves both quantitative and qualitative techniques, can help researchers and evaluators systematically understand subjectivity and the communicability of opinions and perspectives. We first provide an overview of Q methodology, followed by a brief summary of how evaluators are using Q, and an explanation of the steps for implementing Q methodology. Either by itself or with other methods, the potential uses of Q methodology in evaluation are diverse. For practical demonstration, we describe how Q methodology was used in a recent evaluation in the UK to understand stakeholder subjectivity within the program. We then reflect upon the pros and cons of using Q in program evaluation, concluding that it constitutes a worthwhile tool for evaluating complex programs. [ABSTRACT FROM AUTHOR]

One of the most commonly identified obstacles in the learning-teaching of quantitative material is statistics anxiety. Of the factors analysed in relation to statistics anxiety, age and gender have received a substantial proportion of the research focus. Yet there is limited work that systematically examines the possibility of an interrelationship, or interaction, between age and gender and reported statistics anxiety. This article aims to directly address this gap in the research by examining this interaction. A secondary analysis of data gathered from across 34 institutions in the UK is undertaken. The research presented is the first to examine this issue using a multivariate-modelling framework in a UK context. Although the international literature tends to indicate that women disproportionately experience statistics anxiety, the findings here show women have a moderate likelihood of reporting anxiety. There is a group of unworried young men who are likely to require pedagogical attention. Indeed, it may be that the existence a group of complacent young men have women seem anxious by comparison. [ABSTRACT FROM AUTHOR]

Little is known about bottle refusal by breastfed babies; however, an informal review of global online forums and social media suggested large numbers of mothers experiencing the scenario. This study aimed to explore UK mothers' experiences of bottle refusal by their breastfed baby in order to provide understanding of the scenario and enhance support for mothers experiencing it. A 22‐point online questionnaire was developed and completed by 841 UK mothers. Findings suggest that mothers introduced a bottle to their breastfed baby due to physical, psychological and socio‐cultural factors. Advice and support for mothers experiencing bottle refusal was not always helpful, and 27% of mothers reported bottle refusal as having a negative impact on their breastfeeding experience. When compared with eventual bottle acceptance, bottle refusal was significantly associated with previous experience of bottle refusal (p <.001), how frequently mothers intended to feed their baby by bottle and babies being younger at the first attempt to introduce a bottle (p <.001). This study provides a unique insight into the complexities of bottle refusal by breastfed babies and the impact it can have upon mothers' breastfeeding experiences. It generates knowledge and understanding that can help to inform practice and policies. In addition, a 'normalising' of the scenario could enable mothers, and those supporting them, to view and manage it more positively. [ABSTRACT FROM AUTHOR]

Background Drinking motivations within the UK military have not been studied despite the high prevalence of alcohol misuse in this group. Aims We aimed to characterize drinking motivations and their demographic, military and mental health associations in UK serving and ex-serving personnel. Methods Serving and ex-serving personnel reporting mental health, stress or emotional problems occurring in the last 3 years were selected from an existing cohort study. A semi-structured telephone interview survey examined participants' mental health, help-seeking, alcohol use and drinking motivations. Results Exploratory factor analysis of drinking motivations in military personnel (n  = 1279; response rate = 84.6%) yielded 2 factors, labelled 'drinking to cope' and 'social pressure'. Higher drinking to cope motivations were associated with probable anxiety (rate ratio [RR] = 1.4; 95% confidence interval [CI] = 1.3–1.5), depression (RR = 1.3; 95% CI = 1.2–1.4) and post-traumatic stress disorder (RR = 1.4; 95% CI = 1.3–1.6). Higher social pressure motivations were associated with probable anxiety (odds ratio = 1.1; 95% CI = 1.0–1.1). Alcohol misuse and binge drinking were associated with reporting higher drinking to cope motivations, drinking at home and drinking alone. Conclusions Amongst military personnel with a stress, emotional or mental health problem, those who drink to cope with mental disorder symptoms or because of social pressure, in addition to those who drink at home or drink alone, are more likely to also drink excessively. [ABSTRACT FROM AUTHOR]

Recent years have witnessed the emergence of a growing literature bemoaning the level of quantitative methods provision within the U.K. Higher Education sector, noting its negative impact upon the subsequent skills of graduates and their preparedness for the workplace. The present paper documents and evaluates an attempt to counter these issues via the introduction of an increasing element of flexible learning on a business and financial forecasting module. Using a mixture of empirical methods, it is shown that flexible learning results in improvements in student performance and ability across a range of metrics. It is argued that 'broad' forms of flexible learning can be employed to overcome the concerns of an increasingly negative literature on quantitative methods provision and the subsequent skills levels of students. [ABSTRACT FROM AUTHOR]

Students in the United Kingdom (UK) are found to lack knowledge and skills in quantitative research methods. To address this gap, a quantitative research method and statistical analysis curriculum comprising 10 individual lessons was developed, piloted, and evaluated at two universities The evaluation found that BSW students’ (N = 81) self-efficacy improved significantly from pre- to posttest, but statistical knowledge improved only slightly and the improvement was not statistically significant. The findings point to recommendations for social work educators in the UK and beyond to consider when integrating the 10-input quantitative method curriculum and when teaching research methods and statistics to undergraduate social work students. [ABSTRACT FROM AUTHOR]

The capacity to produce and understand quantitative research has been a major preoccupation for social work in recent years, with major funded initiatives for knowledge and skills development taking place, supported by key social work institutions. This has taken place against a general background of concern a bout social work's research capacity to underpin evidence-based practice. This is a complex issue both because, on the one hand, quantitative literacy itself presents challenges, sometimes at a basic level, while, on the other, advanced statistical understanding can be required to carry out research involving, and make sense of, quantitative data. Despite these initiatives, however, very little evidence exists a bout the nature, range and scope of quantitative research in social work. The research reported here draws on findings from a detailed analysis of 1,490 articles published over ten years in major British-based, but international in scope, refereed journals. The findings paint a complex picture on the scale, scope, complexity focus and demands presented by quantitative research findings. On the basis of these findings, issues discussed include the learning needs of the profession, professional/academic culture, 'reader demands' and research capacity. [ABSTRACT FROM AUTHOR]

Risk perception studies have focused on personal risks; yet many decisions are taken for others. Some studies have suggested that parents are especially sensitive to risks to their children. We compared 245 parents’ willingness to vaccinate their child versus themselves in nine hypothetical scenarios relating to influenza strains. Scenarios varied according to non-vaccination risk (low, medium and high) and ‘risk target’ (oneself, one’s child or, as a comparator, one’s elderly parent). Participants were more willing to vaccinate their child (61% acceptance) than themselves (54%) or their parent (56%). Parents may be more risk-sensitive when deciding for their child than for themselves. [ABSTRACT FROM AUTHOR]

Sociological and criminological views of domestic and gender-based violence generally either dismiss it as not worthy of consideration, or focus on specific groups of offenders and victims (male youth gangs, partner violence victims). In this paper, we take a holistic approach to violence, extending the definition from that commonly in use to encompass domestic violence and sexual violence. We operationalize that definition by using data from the latest sweep of the Crime Survey for England and Wales. By so doing, we identify that violence is currently under-measured and ubiquitous; that it is gendered, and that other forms of violence (family violence, acquaintance violence against women) are equally of concern. We argue that violence studies are an important form of activity for sociologists. [ABSTRACT FROM AUTHOR]

This report is drawn from a project funded to better support the teachers of quantitative methods in UK social science. In it we identify the types of quantitative methods taught in the geography curricula for UK schools and universities, and discuss attitudes towards those methods amongst students and teachers. We argue that geography has benefitted from its position at the intersection of the sciences, social sciences and humanities, retaining a quantitative component. Consequently, levels of basic numeracy and data handling have remained relatively high, leaving the discipline well placed to respond to the call for greater quantitative training within the social sciences in the UK. However, we also suspect that the typical levels of quantitative training in university human geography courses are not sufficiently high to compete on the international stage. As the title suggests, our report is focused on geography. However we raise issues germane to other disciplines including what actually we mean by quantitative methods, what should be taught in a twenty-first century curriculum, how to meaningfully embed those methods in the substantive themes and teaching of a discipline, and whether more should be expected as a minimum standard of quantitative competence than the existing Quality Assurance Agency benchmarks require. [ABSTRACT FROM AUTHOR]

Recent theoretical and empirical evidence has been pointing toward a new development with regard to religion in the Western world: one of polarization between secular and religious individuals. Statistical analyses test the existence of such a trend from 1985 until 2009–2010 at a regional level within three separate national contexts: the United States, the UK, and Canada. Repeated cross-sectional survey data are studied by means of a series of multinomial logit and logistic regression models with generated predicted probabilities. The results show the existence of three distinct patterns of trends since the mid-1980s, one of which consists of religious polarization as measured by the present study: the proportional decline of nominal affiliates coupled with no decline or an increase of unaffiliated and religiously committed individuals. This trend can be found in Great Britain as well as in the Canadian provinces of Alberta and British Columbia. [ABSTRACT FROM AUTHOR]

The couple relationship is an essential source of support for individuals undergoing psychological treatment and the aim of this study was to apply a new methodology in assessing the quality of such support. A theoretically informed thematic analysis of interview transcripts was conducted, triangulated by quantitative data. Twenty-one brief psychotherapy outpatients were interviewed on their couple relationships before they embarked on cognitive analytic therapy. Patients suffered from a variety of psychological difficulties, including anxiety, depression and personality disorder. Thematic analysis captured empirically eight components of couple attachment as proposed by theory. Thematic analysis also suggested that these components defined four overarching relationship themes, indicating different types of relational difficulties experienced by the patients. Triangulation with quantitative data suggested that relationship themes were unrelated to severity and type of patient pathology but were associated with the duration of the relationship. A stage theory of couple attachment formation may provide a useful framework for understanding the findings. [ABSTRACT FROM PUBLISHER]

The dynamical process of cell division that underpins homeostasis in the human body cannot be directly observed in vivo, but instead is measurable from the pattern of somatic genetic or epigenetic mutations that accrue in tissues over an individual's lifetime. Because somatic mutations are heritable, they serve as natural lineage tracing markers that delineate clonal expansions. Mathematical analysis of the distribution of somatic clone sizes gives a quantitative readout of the rates of cell birth, death, and replacement. In this review we explore the broad range of somatic mutation types that have been used for lineage tracing in human tissues, introduce the mathematical concepts used to infer dynamical information from these clone size data, and discuss the insights of this lineage tracing approach for our understanding of homeostasis and cancer development. We use the human colon as a particularly instructive exemplar tissue. There is a rich history of human somatic cell dynamics surreptitiously written into the cell genomes that is being uncovered by advances in sequencing and careful mathematical analysis lineage of tracing data. © 2022 The Authors. The Journal of Pathology published by John Wiley & Sons Ltd on behalf of The Pathological Society of Great Britain and Ireland., (© 2022 The Authors. The Journal of Pathology published by John Wiley & Sons Ltd on behalf of The Pathological Society of Great Britain and Ireland.)

The 2022 Annual Review Issue of The Journal of Pathology, Recent Advances in Pathology, contains 15 invited reviews on research areas of growing importance in pathology. This year, the articles include those that focus on digital pathology, employing modern imaging techniques and software to enable improved diagnostic and research applications to study human diseases. This subject area includes the ability to identify specific genetic alterations through the morphological changes they induce, as well as integrating digital and computational pathology with 'omics technologies. Other reviews in this issue include an updated evaluation of mutational patterns (mutation signatures) in cancer, the applications of lineage tracing in human tissues, and single cell sequencing technologies to uncover tumour evolution and tumour heterogeneity. The tissue microenvironment is covered in reviews specifically dealing with proteolytic control of epidermal differentiation, cancer-associated fibroblasts, field cancerisation, and host factors that determine tumour immunity. All of the reviews contained in this issue are the work of invited experts selected to discuss the considerable recent progress in their respective fields and are freely available online (https://onlinelibrary.wiley.com/journal/10969896). © 2022 The Pathological Society of Great Britain and Ireland. Published by John Wiley & Sons, Ltd., (© 2022 The Pathological Society of Great Britain and Ireland. Published by John Wiley & Sons, Ltd.)

The top 100 most cited papers in social work journals in 2000–09 were recently listed in a British Journal of Social Work paper by Hodge, Lacasse and Benson. The citations of these 100 papers in a two-year period (2007–09) were identified and a further manual web-based search was conducted to identify some key features of the citing sources. Descriptive statistics are presented on language of publication and national location of citing authors, as well as type of citing source. Bivariate analysis was conducted of the national location of cited journal by national location of citing first author. This analysis shows a strong tendency towards within-country citation in both the UK and USA, providing some evidence of intellectual chauvinism amongst social work academics and, more specifically, evidence of a Great Atlantic Divide. [ABSTRACT FROM PUBLISHER]

Britain’s Economic and Social Research Council (ESRC) has striven to increase the levels of quantitative work in British social science, but with little success shown in sociology journal articles. Why is this? A number of historical factors have contributed to this result: rapid recruitment in the 1960s of young faculty with little training, a tradition of doctorates without coursework, and the historical emergence of political and feminist critiques of quantification. It is evident that considerable persuasive and coercive resources were not sufficient to overcome intellectual resistance at the disciplinary and departmental level. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this study is to understand how social barriers might result in people with specific learning difficulties coming in contact with the criminal justice system in the UK. The study seeks to apply the social model of disability to conceptualise a statistical relationship between socio-economic status and key life events for people with specific learning difficulties (i.e. diagnosis, educational achievements, and employment). Design/methodology/approach – A cluster sample was used to obtain statistical data from a questionnaire based survey. The study collected quantitative and qualitative data on the life experiences of people with specific learning difficulties (n=77). The paper analyses the quantitative data and discovers statistically significant relationships (p≤0.05) concerning socio-economic status, specific learning difficulties and crime. Findings – Within the data findings age of diagnosis is significantly (p≤0.00) affected when comparing socio-economic status with the offender and non-offender group in the study. Furthermore, the educational achievements (p≤0.00) and employment/unemployment levels (p≤0.00) are dramatically altered by socio-economic status specifically for offenders with specific learning difficulties. These relationships have been conceptualised using the social model of SpLD in terms of barriers to exclusion. Originality/value – To date very few studies have used the social model of disability to understand pathways into offending for people with learning difficulties. To the author's knowledge this is the first study to apply a quantitative analysis to the concept of disabling barriers and criminality. [ABSTRACT FROM AUTHOR]

The UK has long experienced a shortage of social workers and has recruited internationally to meet demand. There have been few specific data quantifying the scale of social work mobility to the UK through which such experiences can be set in context. The analysis reported in this article uses data from October 2008, relating to registered social workers working in England. As part of a wider study of migrant social care workers in England, the article reports analysis of data records of over 7,000 non-UK social workers registered to work in England and compares their characteristics to UK-qualified social workers. These analyses are supplemented by analysis of more recent application and registration data from the General Social Care Council pertaining to social workers qualified within and outside the European Union during 2008 and 2009. The findings highlight several important observations in terms of non-UK-qualified social workers' profile as well as some possible trends in migration and variations in rates of qualification verification. Over half of all international social workers in England were trained in four countries: Australia, South Africa, India and the USA. Findings are contextualised with qualitative data obtained from the wider study and policy debates. [ABSTRACT FROM PUBLISHER]

As British sociology seeks to overcome a historical distaste for quantitative research methods, one of the discipline’s most dynamic sub-fields may prove troublesome. Feminist research thrives both within and outside sociology. As such it provides new insights and enriches the discipline, something recognized by the 2010 Benchmarking Review of Sociology. Yet feminist research has long been associated with an antipathy towards quantitative methods. This article explores the extent to which this persists. Methodological patterns in articles from 19 journals in the interdisciplinary field of ‘women’s studies’ are analysed. Perhaps surprisingly, a large proportion of articles employed quantitative methods. Those engaged with feminist literature or epistemologies were, however, unlikely to be quantitative. This article also highlights the importance of national contexts, suggesting perhaps we should not ask why UK research is so qualitative, but why US research is so quantitative. [ABSTRACT FROM PUBLISHER]

The paper reviews the development of management science/operational Research (MS/OR) in management education and explore how far the syllabuses of undergraduate business courses and MBA courses in the UK, are giving space to the teaching of management sciences methodologies (MSM). The academic phase of early MS/OR is outlined and a time-based framework to map the evolution of four MS/OR discourses informing a set of MSMs currently in use is advanced. At an undergraduate level the review is based on a sample taken from Universities and Colleges Admissions Services (UCAS) of business and management studies degrees and at a postgraduate level the review considers a sample of MBA programmes offered by six UK universities. Results indicate that most of the MBA courses include a core unit in quantitative methods in the first year and that universities are still at large teaching the 'hard' end of the MSM spectrum, the type of problem solving methods developed in the 1950s and 1960s. Business courses incorporating units containing systemic thinking and management sciences methodologies developed from the 1970s to now (e.g.: soft systems methodology, viable systems model, cognitive mapping), are rarely taught at undergraduate (UG) level; and at post-graduate (PG) level they have been confined to a handful of institutions in the UK. The paper highlights the fact that MSMs associated with the soft and critical end of the spectrum are still lacking of credibility amongst the designers of management education at both undergraduate and graduate management education. Conclusions from the survey results are drawn and an agenda for further research is proposed. [ABSTRACT FROM AUTHOR]

Association football fans in the UK often blame the media for ruining the game as an organic community experience. Certainly, this proposition is supported by the substantial levels of complaint that can be found across thousands of online fan message boards. We argue that these complaints embrace online comment and activism as a continuation of football's traditional culture of communicative exchange between supporters. Yet, online football fan discussion also presents a contradiction, relying upon the same media networks against which fans rail for commodifying 'the people's game'. Using cultivation analysis, the case presented is based upon a study of 'FreeMyFC' (FMFC), a website ostensibly started to expose the failures of 'MyFootballClub' (MFC), the world's first attempt to manage a football club through a supporter funded and managed website. [ABSTRACT FROM AUTHOR]

Quantitative criminology research published in the United Kingdom (England, Wales, Scotland, and Northern Ireland) in the 1990s is reviewed. Publications are divided into five topical categories: measurement; explanations or correlates; police or crime prevention; sentencing; and correctional treatment. The most sophisticated studies are on longitudinal and criminal career research, correlates of victimization, quasi-experimental analysis of policing strategies, prediction of reconviction and sentencing, and evaluation of correctional treatment using statistical controls. More fundamental long-term research on the causes of crime is needed, together with more concern for reliability and validity issues, and more evaluation research including controls for extraneous variables using quasi-experimental or (preferably) experimental techniques. [ABSTRACT FROM AUTHOR]