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New dance styles can be intimidating, but an emphasis on community helps dancers explore dynamic skills that increase their versatility

Dietary education is a core component of cardiac rehabilitation (CR). It is unknown how or what dietary education is delivered across the UK. We aimed to characterise practitioners who deliver dietary education in UK CR and determine the format and content of the education sessions. A fifty-four-item survey was approved by the British Association for Cardiovascular Prevention and Rehabilitation (BACPR) committee and circulated between July and October 2021 via two emails to the BACPR mailing list and on social media. Practitioners providing dietary education within CR programmes were eligible to respond. Survey questions encompassed: practitioner job title and qualifications, resources, and the format, content and individual tailoring of diet education. Forty-nine different centres responded. Nurses (65·1 %) and dietitians (55·3 %) frequently provided dietary education. Practitioners had no nutrition-related qualifications in 46·9 % of services. Most services used credible resources to support their education, and 24·5 % used BACPR core competencies. CR programmes were mostly community based (40·8 %), lasting 8 weeks (range: 2–25) and included two (range: 1–7) diet sessions. Dietary history was assessed at the start (79·6 %) and followed up (83·7 %) by most centres; barriers to completing assessment were insufficient time, staffing or other priorities. Services mainly focused on the Mediterranean diet while topics such as malnutrition and protein intake were lower priority topics. Service improvement should focus on increasing qualifications of practitioners, standardisation of dietary assessment and improvement in protein and malnutrition screening and assessment. [ABSTRACT FROM AUTHOR]

Young people from areas of socioeconomic disadvantage (SED) are more likely to present with language difficulties, particularly vocabulary difficulties. Studies have shown the effectiveness of vocabulary interventions for children with language impairment but not for adolescents from areas of SED. This article aims to establish the effectiveness of a whole class vocabulary intervention provided by teachers, with speech and language therapy support for adolescents in secondary schools in areas of SED. Two hundred and three adolescents (aged 11;11-13;11) from four secondary schools were assessed at pre-intervention and post-intervention on measures of receptive and expressive language; word definitions; receptive vocabulary (standardized assessments/subtests) and word associations (criterion referenced subtest). The intervention group (n = 128) received the intervention delivered by their English teacher twice a week for 12 weeks in the first school term and were compared with a group of waiting controls (n = 75). Waiting controls were given the intervention in the second school term and were assessed a third time in a repeated measures design. At pre-intervention stage 37%-60% of all students scored in the vocabulary difficulties range on all assessments. Following intervention, the treated group showed significant, but small, time by group interactions for raw score measures of expressive language and receptive vocabulary. The intervention group improved significantly on all four standardized measures; waiting controls improved on two: receptive language and word definitions. There were no significant time by group interactions. Following receiving intervention waiting controls showed significant interactions for all raw score and expressive language, word definitions and receptive vocabulary standard/scaled score measures. The findings suggest that adolescents in schools in areas of SED present with significant vocabulary difficulties, but whole class teacher-directed intervention supported by speech and language therapists has the potential to improve receptive and expressive oral vocabulary skills.

In Virginia Woolf's Jacob's Room (1922), ephemeral forms popular during World War I--pocket diaries and post cards--inflect the style of soldiers and civilians alike. The novel's diaries and letters anticipate the rhetorical demands of war, which were no doubt shaped by new and uniquely bureaucratic forms, namely the Field Service Post Card (Form A.2042) and the War Diary (C.2118) as well as related commercial products that promised to insure the soldier's body and life. These forms encouraged and often enforced a concise style and cheery voice, which strategically muted the war's gruesome realities in service of optimistic national narratives. Woolf's novel pays homage to these forms at the same time that it shows how ordinary writers learned to navigate the censor's gaze and circumvent these formal strictures.Keywords: World War I / diaries / letters / Virginia Woolf / form, YET WHAT ABOUT FORM?I wasn't really sure, to be honest, what form meant. I asked Sandra, at work. It's a thing you fill in, she said.--Ali Smith, 'On Form,' Artful'It [...]

Of all the varieties of educational disadvantage, issues involving students who are homeless, or who move frequently because of poverty, are perhaps some of the most difficult for public school educators in the US to address. Using a pragmatic mixed methods design, this study evaluates the efficacy of participatory action research (PAR): (1) as a mechanism to engage educators in issues of disadvantage, (2) as professional development, (3) as a means of encouraging the increase in three domains of educational practice. Resulting from an extensive review of the literature concerned with the complex nature of homeless education, the three domains measured were: access to services, welcoming school culture, and flexible instructional strategy. Qualitative information was collected throughout the study from interviews, focus groups, and reflective practises. Data were open and selectively coded using "Atlas/ti" software and results were triangulated, when possible, with survey data. Findings confirm that this use of PAR methodology is outstanding in advancing the engagement of educators in issues of disadvantage. Further, as professional development, it is successful in increasing their professionalism, involvement, and knowledge about the complex issues related to homeless and highly mobile students. A range of outcomes and new localized educational practises will be discussed in relation to the size of the locality from which they developed. Implications for new attributes in international educational leadership result from this study. The paper concludes with a discussion as to the potential use of PAR to study educational disadvantage in Ireland.

Although testing, contact tracing, and case isolation programs can mitigate COVID-19 transmission and allow the relaxation of social distancing measures, few countries worldwide have succeeded in scaling such efforts to levels that suppress spread. The efficacy of test-trace-isolate likely depends on the speed and extent of follow-up and the prevalence of SARS-CoV-2 in the community. Here, we use a granular model of COVID-19 transmission to estimate the public health impacts of test-trace-isolate programs across a range of programmatic and epidemiological scenarios, based on testing and contact tracing data collected on a university campus and surrounding community in Austin, TX, between October 1, 2020, and January 1, 2021. The median time between specimen collection from a symptomatic case and quarantine of a traced contact was 2 days (interquartile range [IQR]: 2 to 3) on campus and 5 days (IQR: 3 to 8) in the community. Assuming a reproduction number of 1.2, we found that detection of 40% of all symptomatic cases followed by isolation is expected to avert 39% (IQR: 30% to 45%) of COVID-19 cases. Contact tracing is expected to increase the cases averted to 53% (IQR: 42% to 58%) or 40% (32% to 47%), assuming the 2- and 5-day delays estimated on campus and in the community, respectively. In a tracing-accelerated scenario, in which 75% of contacts are notified the day after specimen collection, cases averted increase to 68% (IQR: 55% to 72%). An accelerated contact tracing program leveraging rapid testing and electronic reporting of test results can significantly curtail local COVID-19 transmission. [ABSTRACT FROM AUTHOR]