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IntroductionTraditional approaches to collecting large-scale biodiversity data pose huge logistical and technical challenges. We aimed to assess how a comparatively simple method based on sequencing environmental DNA (eDNA) characterises global variation in plant diversity and community composition compared with data derived from traditional plant inventory methods.MethodsWe sequenced a short fragment (P6 loop) of the chloroplast trnL intron from from 325 globally distributed soil samples and compared estimates of diversity and composition with those derived from traditional sources based on empirical (GBIF) or extrapolated plant distribution and diversity data.ResultsLarge-scale plant diversity and community composition patterns revealed by sequencing eDNA were broadly in accordance with those derived from traditional sources. The success of the eDNA taxonomy assignment, and the overlap of taxon lists between eDNA and GBIF, was greatest at moderate to high latitudes of the northern hemisphere. On average, around half (mean: 51.5% SD 17.6) of local GBIF records were represented in eDNA databases at the species level, depending on the geographic region.DiscussioneDNA trnL gene sequencing data accurately represent global patterns in plant diversity and composition and thus can provide a basis for large-scale vegetation studies. Important experimental considerations for plant eDNA studies include using a sampling volume and design to maximise the number of taxa detected and optimising the sequencing depth. However, increasing the coverage of reference sequence databases would yield the most significant improvements in the accuracy of taxonomic assignments made using the P6 loop of the trnL region.

Our knowledge of microbial biogeography has advanced in recent years, yet we lack knowledge of the global diversity of some important functional groups. Here, we used environmental DNA from 327 globally collected soil samples to investigate the biodiversity patterns of nitrogen-fixing bacteria by focusing on the nifH gene but also amplifying the general prokaryotic 16S SSU region. Globally, N-fixing prokaryotic communities are driven mainly by climatic conditions, with most groups being positively correlated with stable hot or seasonally humid climates. Among soil parameters, pH, but also soil N content were most often shown to correlate with the diversity of N-fixer groups. However, specific groups of N-fixing prokaryotes show contrasting responses to the same variables, notably in Cyanobacteria that were negatively correlated with stable hot climates, and showed a U-shaped correlation with soil pH, contrary to other N-fixers. Also, the non-N-fixing prokaryotic community composition was differentially correlated with the diversity and abundance of N-fixer groups, showing the often-neglected impact of biotic interactions among bacteria.

This perspective documents current thinking around climate actions in Canada by synthesizing scholarly proposals made by Sustainable Canada Dialogues (SCD), an informal network of scholars from all 10 provinces, and by reviewing responses from civil society representatives to the scholars’ proposals. Motivated by Canada’s recent history of repeatedly missing its emissions reduction targets and failing to produce a coherent plan to address climate change, SCD mobilized more than 60 scholars to identify possible pathways towards a low-carbon economy and sustainable society and invited civil society to comment on the proposed solutions. This perspective illustrates a range of Canadian ideas coming from many sectors of society and a wealth of existing inspiring initiatives. Solutions discussed include climate change governance, low-carbon transition, energy production, and consumption. This process of knowledge synthesis/creation is novel and important because it provides a working model for making connections across academic fields as well as between academia and civil society. The process produces a holistic set of insights and recommendations for climate change actions and a unique model of engagement. The different voices reported here enrich the scope of possible solutions, showing that Canada is brimming with ideas, possibilities, and the will to act.

In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school settings, or can one consider inclusion in a specialist placement as successful? Research studies examining the views of children, parents and teaching staff are also discussed. Consideration is given as to whether a "universalist" view of inclusion (in which special schools should not be offered) is one that is feasible and desirable. The key arguments highlighted include those relating to "quality" in education, academic and social inclusion, human rights, parental choice and teachers' attitudes and skills. The role of some professional groups in supporting inclusion, such as educational psychologists (EPs) and Special Educational Needs Coordinators (SENCos), is also examined.

This study used online photovoice to study students' perceptions of online/distance education during the COVID-19 pandemic. It aimed to (a) find the factors that facilitated and impeded online/distance education during the pandemic and (b) determine to which level of ecological systems theory participants attributed facilitators and barriers. We utilized community-based participatory research as the theoretical framework, based on the ecological systems theory. The participants consisted of 119 university students. We used online interpretative phenomenological analysis to analyze the data and found 12 facilitating themes in favor of online education (e.g., technology, 31%; home study comfort, 23%; with family, 17%). In terms of barriers to online education, 14 main themes emerged (e.g., lack of finance, 28%; Internet problems, 22%). Participants attributed facilitators and barriers respectively to the following levels of ecological systems theory: individual/intrapsychic (50%, 51%), microsystem (56%, 58%), exosystem (38%, 43%), and macrosystem (25%, 45%). [ABSTRACT FROM AUTHOR]

The focus of this research was to promote emotional health in a small primary school (n = 180), with a highly transient pupil population of armed forces children (Service children). Negative effects of pupil mobility have been found to relate to academic attainment (Dobson, Henthorne, & Lynas, 2000; Mott, 2002), but its effect on social and emotional development is less specific. A multi-stranded approach to intervention was used, which included the delivery of pilot curricular materials on emotional literacy to two classes in the school, an educational programme (Seasons for Growth) delivered to a smaller group of pupils and the development of a specific critical incident policy in the event of a casualty notification. Post-intervention, evaluation measures did not point to increases in pupils' emotional literacy scores but the qualitative data indicated that the emotional literacy curriculum did receive positive ratings by pupils and staff. Findings suggest the importance of an emotional health curriculum for a mobile school community and the role of parental involvement to sustain curricular interventions. Further research could investigate the extent of behavioural and emotional difficulties for mobile pupils across primary and secondary schools and the effect of a whole school approach to emotional literacy for this group of pupils. Implications for Educational Psychologists' (EP) practice indicate an increasing role in psycho-education and integrated work with health agencies.

This article considers the role of verbal and written instructions in influencing students' successful completion of a task. Two classes of children in a primary school were asked to complete a set of tasks from an instruction sheet. In addition, however, one of the classes was given a verbal instruction by the class teacher to read all of the instructions prior to attempting the task. The findings indicated that there was a significant difference between the two groups. The class that received the additional verbal instruction demonstrated a significant increase in the number of children who were able to complete the tasks correctly when compared to the written instruction only group. In conclusion, the research demonstrated that written instruction only by teachers can lead to a vastly reduced amount of accurate responses to a specified task.

Research and evaluation has become increasingly important in many professions, including educational psychology, particularly as the profession moves to becoming more evidence-based in its practice. The recent move to a three year doctoral programme in England, Wales and Northern Ireland may be viewed as a positive one in developing research skills, although it is also crucial to consider what could be done to extend the research skills of those already qualified. Lessons may be learned by looking to clinical psychology and some of the health professions. Finally, some further implications for the training and professional development of Educational Psychologists (EPs) in the UK are considered.

The authors consider the changing role of educational psychology in the current era and emphasise the importance of casework-based interventions not only for influencing systemic work but also for maintaining credibility within the educational marketplace. With in-school counselling and intervention becoming more popular, the natural providers of this service should be educational psychologists but this may not be the case in many local authorities. The authors consider the possibility of the profession becoming obsolete if there is a continuation of the move away from individual interventions to a more consultative based approach.

In this article we will address the question: is the use of labels in special education helpful? Within this question there are a number of other questions and issues to consider: what is the relationship between labelling and special educational needs? or the relationship between labelling and the allocation of resources?, as well as the more general issue of the positive and negative outcomes of the use of labels. However, one may legitimately ask: what about the key players in the practice of labelling? In other words, while reflecting upon the use of labels by those working in special education, one must also consider if the same use of labels is helpful to parents, teachers, administrators, and most importantly, the children or young people to whom these labels are attached. The article will discuss each of these issues within the context of helpful (or unhelpful) reasons for the use of labels in special education.

Chronic non-attendance has generally focused on the distinction between truancy and school refusal: the former has traditionally been linked to conduct disorder, the latter to separation anxiety disorder. However, research has demonstrated that truancy and school refusal exist in the absence of such disorders and, more significantly, that some children and young people exhibit the characteristics of both types of non-attendance behaviour. In the 1990s, a functional analysis became more popular in understanding the problem; that is, examining the reasons why pupils fail to attend school. This has led to more recognition of the schools' responsibility for the presenting difficulties. Research into the various intervention programmes available for tackling non-attendance has failed to find any conclusive evidence in favour of a particular approach. The effectiveness of intervention may depend upon an individual pupil's particular needs and his/her specific reasons for refusing to go to school, but also the importance of involving school and family in responding to the problem is outlined as a potentially key factor.

Abstract The research reports on a study investigating the cognitive benefits of bilingualism in children who speak the minority languages of Sardinian and Scottish Gaelic, in addition to their respective [...]

An introduction is presented in which the editor discusses various reports within the issue on topics youth who have offended, role of educational psychologists working with youth offending teams, and antisocial and criminal behavior of young people.

The term emetophobia (i.e., a fear of vomiting) exists as rather an elusive predicament, often eluding conventional treatment. The present study involved 149 participants, consisting of 51 emetophobics, 48 phobic controls (i.e. those who suffered from a different phobia), and 50 nonphobic controls. Participants were administered the Rotter (1966) Locus of Control Scale and the Health Locus of Control Scale by B.S. Wallston, Wallston, Kaplan, and Maides (1976). Significant differences were found among the three groups; specifically, that emetophobics had a significantly higher internal Locus of Control Scale score with regard to both general and health-related issues than did the two control groups. It is suggested that vomiting phobics may have a fear of losing control, and that their vomiting phobia is reflective of this alternative, underlying problem. More research is required to explore the association between emetophobia and issues surrounding control; however, the current study suggests that it may be helpful for therapists to consider this aspect when treating a patient with vomiting phobia. Keywords: emetophobia; phobia; vomiting; control; perfectionism; emetophobic

The article focuses on reports outlining disparities in outcome of Covid-19 and aftermath of murder of George Floyd that highlights racism as driver of racial inequities in Great Britain. Topics discussed include contemporary self-assessment checklist used to rate policy and induction, attention to prevailing discourse concerning language within schools and occlusion of infancy of educational psychology as profession by heritage of oppressive ideas.

An introduction is presented in which the guest editors discuss the theme of the issue, home learning for children amid Covid-19 lockdowns.

An introduction is presented in which the editors discuss articles in the issue on topics including labelling and diagnosis in autism diagnosis services, the use of diagnosis in child sexual abuse, and the experience of deaf students in secondary school classrooms.

An introduction to articles published within the issue is presented on topics including violence among teenage partners, dynamic testing of children with development language disorder, and priorities of care leavers and their corporate parent role from a self-determination theory perspective.