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The gender and ethnicity attainment gap among undergraduate students in UK higher education is well documented. However, there is very little research examining the international attainment gap despite many universities acknowledging that international students achieve lower grades than home students. Furthermore, evidence for international postgraduate students is almost missing from the literature. This study analysed data on 705 students registered on an online distance learning (ODL) postgraduate programme to explore demographic characteristics and educational experience in relation to grade point average (GPA). The research shows that the strongest predictor of student outcome on this Master's programme was ethnicity and while there was an additional effect of region of birth, classifying students on the basis of 'home' or 'international', is seriously misleading when examining student performance, at least for this postgraduate programme. Postgraduate ODL programmes in the United Kingdom may need to develop additional support to enable particular groups of learners, including international black and ethnic minority (BAME) students to get the most out of their learning experience.

As many higher education institutions strive to internationalize and develop graduates as global citizens, new technologies are supposed to be creating opportunities for geographically dispersed students to meet and develop intercultural skills. We argue, however, that there is scant evidence that these opportunities are being fully exploited. In this article, we explore some of the reasons for this by using the lens of "third space" theories to interpret data from a preliminary study of an international virtual exchange project. We found that although the project afforded some scope for critical intercultural learning, this was limited by two key factors related to the second space of the traditional classroom: the skills and attitudes of the lecturers and asymmetries in project goals. We conclude by arguing that unless higher education institutions provide more fertile conditions for projects like these, further opportunities for intercultural learning will be missed.

Peer-assisted learning (PAL) involves a student peer providing some form of support to a student mentee, usually participating at an earlier point in the same programme of study. PAL has been shown to have benefits for on-campus students. However, differences in on-campus and online programme delivery make it difficult to generalise these benefits to fully online distance learners (ODL). Of concern to providers of these types of programmes in higher education, are reports of increased student isolation, reduced motivation and early drop-out from their studies. Thus, providing PAL through an online environment may be one way to reduce these concerns. A systematic review of the published literature was performed to identify evidence of the potential benefits of formalised peer-assisted learning for students enrolled on a fully online, distance learning programme in higher education. A recognised methodology was used to search for relevant literature, and to synthesise results. Of the initial 2,225 individual studies identified from the search, only four met the full inclusion criteria for this review. The results of the four studies were inconclusive; differences between types of academic programmes, the design of the peer-support and the way in which they had been examined and reported were found. As a result, there was little more than a suggestion that in higher education, formal online peer-support might benefit fully online distance learners in some way.

Previous research, mainly from North America and Asia, has highlighted how many academics in Higher Education Institutions (HEIs) are concerned about the academic integrity of online distance learning (ODL) compared with face-to-face-teaching and its impact on their work and the student learning experience. Far less is known about this topic for HEIs in the UK, which historically has been slow to adopt technology-enhanced learning overall. The aim of the current study was to determine the attitudes to and experiences of ODL amongst academics in a UK HEI from their own perspective, their students, and that of external stakeholders. The study was based in a long-established HEI in the north of England, UK. Data were collected using an anonymous, self-completion electronic questionnaire which was distributed to academics across the institution. The survey was completed by 531 academics from four of the different faculties. Most of the responders were confident using standard learning management systems for their online teaching, but few were using tools such as social media and web conferencing to engage with students. At least a third of responders expressed positive attitudes to ODL, both from their own and their students' perspectives, and they believed ODL was necessary to maintain student numbers in the future. Those not already doing so also expressed an interest in starting to teach on an ODL. However, not all academics supported ODL, and additional concerns extended to the perceptions of employers, professional organisations, and other countries towards this type of education. The attitudes and experiences of academics in a UK HEI towards ODL varied across a range of teaching-related topics. The results confirm that some academics are confident using online technology for teaching purposes and that they identify with benefits for their students' learning experience. A large proportion wanted to increase their involvement with ODL, and some believed that their faculty needed to increase the ODL provision to maintain the current number of registered students. There was a suggestion that an important number of employers, professional organisations, and even some countries did not believe qualifications awarded through ODL were at least equivalent to those from face-to-face teaching. Consequently, if the HEI is seeking to increase its ODL provision, then there could be benefits from showcasing examples of good practice to academics from within and outside of the HEI. This needs to coincide with demonstrating the effectiveness of ODL, as compared with face-to-face provision from the student, academic, and faculty perspective. Furthermore, this needs to be communicated to students' prospective future employers.

An amendment to this paper has been published and can be accessed via a link at the top of the paper.

The newest generation of psychologists in the United States will serve the most diverse public in recorded history. Although some health service psychology training programs have systematically integrated antiracist initiatives into their training curriculums and supervision, many have not. There is an urgent call to increase antiracist training in health psychology as the field navigates the dismantling of oppressive systems. This article details how an American Psychological Association (APA)-accredited pediatric psychology internship training program has intentionally addressed pipeline problems related to the recruitment and retention of diverse trainees over 10 years. It outlines the steps taken to create a diversity mission and vision statement, cultivate a training culture that elevates contributions of individuals from traditionally underrepresented groups, emphasize antiracism in recruitment materials, and develop an experiential, intersectional, and antiracist cultural humility curriculum for predoctoral interns. Quantitative ratings and qualitative feedback from trainees about the experiential curriculum and outcomes related to recent recruitment and retention are described. This article clearly demonstrates how an investment of multiple antiracist training resources within a training program across several years can result in the recruitment and retention of diverse trainees, a more inclusive and protective training culture, and the advancement of antiracism within the field of health service psychology. Public Significance Statement: Predoctoral internship training program leadership report wanting strategies to improve the recruitment and retention of diverse trainees, innovative approaches to cultivating more inclusive training cultures, and the advancement of antiracist action within the field of health service psychology. This article outlines multiple antiracist and cultural humility training initiatives within a predoctoral internship training program across several years, associated trainee-related outcomes, and recommendations for implementation. [ABSTRACT FROM AUTHOR]

2,4,6‐Triamino‐N‐phenylpyrimidine‐5‐carbothioamide (LPH) was synthesized and extensively characterized. Single crystal X‐ray confirms a monoclinic P21/c space group for LPH. The novel ligand and its chelates of Cr3+, Ni2+, and Ru3+ were studied by elemental analyses, spectral (13C‐,1H‐NMR, UV–visible, IR), magnetic, and thermal measurements. IR spectra indicated that LPH behaves in a bidentate mode through the two NH2 groups of the pyrimidine ring and/or a tetradentate coordination involving the nitrogen atoms of the two NH2 of the pyrimidine ring, NH, and the thioketo (C=S) groups, respectively. By utilizing the Gaussian 09 W program in DFT/B3LYP, we are able to conduct computational estimates of LPH and its metal chelates, yielding insightful data regarding their electronic structure and stability. Biological studies were conducted to assess the isolated compounds' activities against anticancer (MCF‐7), antioxidant (DPPH and ABTS), DNA, and antimicrobial proteins. Molecular docking was employed to investigate the chelates' inhibitory properties, specifically their binding propensity with MCF‐7 cells, revealing possible anticancer action. All the data help to understand LPH and its complexes' production, biological characteristics, and possible therapeutic uses. [ABSTRACT FROM AUTHOR]

Introduction: Online distance learning (e-learning) is now an established method for providing higher education, in the UK and across the world. The focus has largely been on developing the technology, and less attention has been given to developing evidence-informed course provision. Thus the effectiveness of this teaching approach, and its acceptability to students, is, at times, uncertain. Many higher education courses require students to submit a dissertation. Traditional face-to-face courses will include meetings between the student and an allocated supervisor, to support the dissertation component of the course. Research into the supervisory relationship and student satisfaction has focused on doctoral students. Little is known about the experiences of students studying for a master's degree. The aim of the current study was to measure student satisfaction with the dissertation course as part of a fully online distance learning master's programme in public health. Methods: All students submitting a dissertation as part of their master's programme in Public Health were sent an electronic survey to complete, in September 2012. The 34 item questionnaire used a four point Likert scale for students to rate levels of satisfaction across key components of the course, including preparatory materials, study skills, and support, and with the amount and content of supervision. Open ended/free text questions were used to determine factors associated with levels of satisfaction and to gain student feedback on the course overall. The constant comparative method was used to identify key themes from the free-text responses. Results: Of the 45 students submitting a dissertation, 82% (37) responded to the survey. The majority of students, 85% (28) were satisfied or very satisfied with the dissertation course overall. Levels of satisfaction remained high for many of the components examined. Differences were observed for part time and full time students, and for the type of dissertation, but these were not significant. Similarly, non significant findings were observed for associations between satisfaction and the estimated number of contacts initiated with their supervisor, and for the time spent working on their dissertation. The constant comparative analysis identified key themes and feedback included "self development", "peer support", and "writing skills". Conclusions: Generally high levels of satisfaction were received from students studying a dissertation course as part of a fully online distance learning programme in public health. Areas for further improvement were identified and the results act as a benchmark for future quality enhancement. These findings suggest that appropriate information, study skills, and supervisory support can be provided in an online distance learning programme, for students taking a master's level dissertation course.

Online distance-learning (ODL) programmes in higher education enable students to remain in their domicile country to study with institutions based in other countries. ODL students can find themselves studying with others from many different countries, adding greater heterogeneity of personal, environmental and cultural perspectives compared with on-campus education. This is likely to impact the learners' experience in different ways. The current research examined the experience of students living outside of the European Union, who were registered with an ODL programme with a higher education institution based in the European Union. The research identified a number of important factors that influenced the students' experience in different ways. The results emphasise the need for ODL programmes to fully consider individual students' contexts, regardless of where they are in the world, and for these needing to be embedded in a pedagogical framework that gives due consideration to globally diverse cohorts of students.

Online distance learning (ODL) is now recognised as a mainstream teaching method for undergraduate and postgraduate students around the world. However, differences in learner characteristics such as help-seeking behaviour between transnational students and home students may impact on student attainment. 64 students undertaking an online master of public health programme in the UK completed a survey which explored students' access of learner support resources, their experience of technical difficulties, demographic characteristics and learner characteristics. We collected data on the geographic region in which students were currently living and their geographical region of origin. Students whose region of origin was outside the UK/EU accessed a greater number of support resources than students based within the UK/EU and students whose region of residence was outside the UK/EU experienced a greater number of technical difficulties than students from within the UK/EU. Thus transnational students access more support resources than home students despite having to overcome more technical difficulties in order to do so. The classification of students based on fee-paying status was unable to detect these differences and may not be appropriate for ODL courses.

Internationalisation in higher education has been shown to provide both intellectual and cultural benefits to students which can help in their future employment. This case study describes student views on learning alongside students from different countries in an online distance learning environment. Seventy-three students undertaking the online Master of Public Health programme at Manchester University, UK completed the survey which explored student experiences, views and opinions on aspects of the course. Learning about other countries' health systems and the experiences of public health professionals in other countries were identified as a key benefit of studying alongside students from other countries. Students were able to appreciate other perspectives, reconsider their own attitudes and improve their understanding of the context of public health issues. The benefits of learning alongside students from other countries can be enhanced within an online learning environment through the appropriate use of discussion boards and other online learning strategies.

The reaction of ethyl isothiocyanate with Girard's T affords a new hydrazone named 2‐(2‐N,N,N‐trimethyl‐2‐oxoethane‐1‐auminium chloride [EtGT]). Its structure was confirmed by single crystal X‐ray diffraction. Also, the isolations and characterizations of new metal complexes with EtGT were confirmed by elemental analyses, IR, UV‐visible, magnetic measurements, 13C‐NMR, 1H‐NMR, and thermal analyses. IR spectra suggest that the ligand acts as a bidentate coordinating either via the carbonyl oxygen and the nitrogen atom of the hydrazine group or through the sulfur (C=S and/or C‐S) and the NH groups. The computational estimation of EtGT and its complexes were approved with the Gaussian 09 W program in DFT/B3LYP. DPPH and ABTS are two free radical scavenger tests that were utilized in order to evaluate the antioxidant potential of complexes in vitro. Furthermore, the biological effectiveness of the ligand and its complexes against bacteria varieties Gram (+ve) and Gram (−ve) bacteria was in vitro investigated. Also, antifungal action was investigated utilizing inhibition zone diameter. Moreover, the ligand and its complexes also exhibited a broad spectrum of DNA degradation effects, as measured by agarose gel electrophoresis. Cyclic voltammetry of Co2+ with different concentrations was measured experimentally. Molecular docking is exercised to examine the inhibitor characteristics of complexes through binding propensity with CTX‐M‐14 β‐lactamase (Class A). [ABSTRACT FROM AUTHOR]