Assessing how prepared individuals are for a career pathway is essential if job satisfaction and retention are to be considered within an industry. Determining how training prepares registered veterinary nurses (RVNs) will therefore provide employers and educators with valuable information about how education is meeting expectations and demands. A positivist, quantitative approach led to a cross-sectional study via an online questionnaire reaching 141 RVNs. Participants were demographically profiled prior to differences being determined between data sets using the Kruskal-Wallis H and Mann-Whitney U tests. All educational routes and job roles generated different scores for preparedness for the duties carried out; however, the main differences were between degree and diploma routes, with diploma-route students suggesting that they were prepared in more subject areas. A variety of qualification routes are available to a veterinary nurse in the UK, which must be considered when reviewing preparedness and making suggestions for educational reform. Further research is needed to support these findings in relation to the roles of the educator, the employer, and the veterinary nurse to allow for an unbiased understanding of preparedness, which could have links to job satisfaction.

False information – whether mistakenly or intentionally distributed – threatens societies around the world, with dire consequences. When official statistics are misused or misrepresented, trust in this public good and the institutions that produce them are undermined. Two groups, fact checkers and statistical regulators, share common goals in combating this problem. Bolstering their work is a new offering of AI tools which help monitor vast volumes of media, identify important statements in public debate and inform users when statements they know to be wrong are repeated again. This article will cover the problem posed by false information, the common goals of fact checkers and statistical regulators, the development of AI tools and their impact.

Aim: Confidence levels can be affected in individuals that do not clearly understand a job role; be it the employee, those that delegate to them or the owners of the patients that they treat. Determining how registered veterinary nurses (RVNs) are currently utilised in practice was one part of a study that looked at their overall preparedness to work within the veterinary environment. Methods: A vignette of the demographics of veterinary nurses was established and frequencies were determined for a variety of duties: 1) administration, 2) management and 3) patient care. Results: The results of this research indicate that there is more that can be done to promote the use of RVNs alongside the understanding of duties that should be carried out in this role. It must not be overlooked, however, that nurses are gaining opportunities to be involved in a variety of duties and therefore need to champion themselves to have these skills recognised. Conclusion: It is important RVNs fully understand their job role before they begin the much needed journey of embedding themselves into the practice.

Recently, there has been an increased volume of pedagogical research and practice of mobile learning (m-learning) and gameplay in education. This paper presents the findings of a study that examined the effect on achievement and explored student perception towards quiz-game play prior to an anatomy assessment in first year Higher Education students. Achievement data was collected over two academic years at all module assessment (A1?A4) points. A1 was used as a baseline, showing no difference between groups or years, A2 and A3 were comparable online assessments done on the lower and upper limbs that followed the same format; A4 was a viva?voce to assess the whole module learning. The optional 15-minute quiz-gameplay intervention (G) using a mobile application was initiated prior to A3, those students who chose not to participate performed their traditional study routine; no other changes to assessments were made resulting in a Gameplay and non-gameplay (G, NG) group for each year. Students were invited to participate in an online focus group (N = 84) and a sample undertook in-depth interviews (N = 9) to gain qualitative data on their perceptions of the intervention. Students who participated in the gameplay (G) group (N = 87) demonstrated a significant improvement in A3 compared to A2, and the non-game play (NG) group (N = 164) a significant decrease. A thematic analysis was undertaken on the focus group and interview data revealing key aspects of quiz-gameplay as a learning tool. This paper offers insight into the potential benefit of encouraging m-learning gameplay as part of revision or learning for anatomy students. This information could help educators and study support facilitate efficient revision methods as well as initiate further research into the use of anatomy gameplay to enhance the student learning experience. Practitioner Notes What is already known about this topic Repeated and formative quizzing can help memory or knowledge retention. Gameplay can help student engagement, learning and flow depending on the game in question. What this paper adds Using mobile app-based quiz-games prior to an anatomy assessment can improve student achievement. Students tend to play mobile app-based quiz-games whilst commuting on public transport, in their free time at home and at university. Elements of mobile app-based quiz-games students identified as important are that they are interactive, allow competition, are visually appealing, provide instant feedback, are user friendly and are facilitated by the teacher. Implications for practice Educators should encourage mobile app-based quiz-games to increase short-term learning or revision. Educators should facilitate mobile learning quiz-game opportunities to encourage learning outside of the classroom. Educators wanting to integrate mobile app-based quiz-games in their classes should use the game attributes identified in this study.

SummaryIntroductionBody mass index (BMI) is often criticized for not being able to distinguish between lean and fat tissue. Waist circumference (WC), adjusted for stature, is proposed as an alternative weight status index, as it is more sensitive to changes in central adiposity.PurposeThe purpose of the study is to combine the three dimensions of height, mass, and WC to provide a simple, meaningful, and more accurate index associated with percentage body fat (BF%).MethodsWe employed a four independent sample design. Sample 1 consisted of 551 children (320 boys) (mean ± SD of age = 7.2 ± 2.0 years), recruited from London, UK. Samples 2, 3, and 4 consisted of 5387 children (2649 boys) aged 7 to 17 years recruited from schools in Portugal. Allometric modelling was used to identify the most effective anthropometric index associated with BF%. The data from samples 2, 3, and 4 were used to confirm and cross‐validate the model derived in sample 1.ResultsThe allometric models from all four samples identified a positive mass exponent and a negative height exponent that was approximately twice that of the mass exponent and a waist circumference exponent that was approximately half the mass exponent. Consequently, the body shape index most strongly associated with BF% was . The component of the new index can simply be interpreted as a WC “weighting” of the traditional BMI.ConclusionsCompared with using BMI and WC in isolation, could provide a more effective and equally noninvasive proxy for BF% in children that can be used in public and community health settings.

Using health check data gathered from a single London borough, Kate Wilkinson, Elizabeth Sarah Bryant and Katrina Heal evaluate risk factors in the population including obesity, cardiovascular disease and alcohol dependency The aim of the study was to evaluate health check data from an inner London borough. Haringey have taken a unique approach to NHS health checks, pairing up with the Tottenham Hotspur Foundation (THF) to offer the health checks outside of traditional GP surgeries. Between March 2014 and July 2015, 3000 health checks were carried out by the THF community health check practitioner at 25 locations in the east of the Borough. The whole group data (n=2254) were analysed, comprising of 23.4% females (50.2±8.0 years) and 76.6% males (49.4±8.0 years). Alcohol consumption in males was significantly greater in the underweight compared to all other BMI groups. The underweight/normal BMI groups had significantly lower total cholesterol levels than the overweight/obese. Blood glucose levels were significantly lower in the underweight compared to overweight/obese. QRISK2 score was significantly lower in normal and underweight compared to overweight/obese males. Blood glucose levels and QRISK2 were significantly greater in the inactive/moderately inactive groups compared to the active groups. Interventions must be sought to address diet and activity in the borough, particularly in the 40–60-year-old age group. Females and the underweight should not be forgotten.

This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both of these core features of higher education, action research has proven to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.

Recently there has been an increased volume of research and practice of mobile Learning (mLearning) and in particular of the tablet device. The question of how, when and where to best incorporate the tablet device into the learning environment in Higher Education remains largely unanswered. The article presents the findings of an empirical study that examined the effect of integrating mobile learning tablet devices into first year University anatomy seminars in a group of Sport and Exercise students. Data on student achievement, attendance and feedback was collected over two academic years and two cohorts, comparing seminar groups taught with tablet devices (iPads) integrated with traditionally taught anatomy seminars. The results indicate that the iPads had a positive effect on attendance, achievement and progression, highlighting the need for a framework as to how the tablet should be incorporated to maximise the learner experience. This article offers insight into the implications of successful mLearning using tablets and into how we, as educators might use the tablet device as a tool to provide a more engaging, successful learning environment which positively impacts on student achievement and independent truly mobile learning outside of the classroom.

On 28 October 2010, the Employment Relations (Film Production Work) Amendment Bill received its first reading in the New Zealand House of Representatives. On that day, some regarded this Bill as controversial.

This article takes the reader through a process of qualitative research in which I examine the role of shadow; human predisposition to destructive and hurtful behaviours, explored from the perspective of the psychotherapy training institute. Data is collected initially via a focus group, prior to in depth interviews with senior national and international integrative psychotherapy trainers, exploring how shadow phenomena may emerge and manifest in training organisations. Phenomenological enquiry is supported with the use of interpersonal process recall (Kagan,1996) and inquiry, attunement and involvement (Erskine,1991). Data analysis begins with the grounded theory method of Strauss and Corbin (1998) from which evolves the heuristic enquiry approach of Moustakas (1990). The heuristic experience of the researcher is employed using dream analysis, a phenomenological research interview and critical reflection on all aspects of the research process. Throughout, consideration is given to the possibility that shadow phenomenon are just as much a part of the caring environment, as is the experience of healing and growth through the therapeutic relationship, to which psychotherapy training organisations allegedly aspire. It is hoped that reading this paper will stimulate practitioners to a process of self-reflection and questioning in relation to this theme and also encourage practitioner researchers in their own journey of research. “Look for your other half - Who walks always next to you And tends to be who you aren’t.” Antonio Machado

The Wars of the Roses. Presented by Northern Broadsides at the West Yorkshire Playhouse, Leeds. March 24-April 22, 2006. Directed and Adapted by Barrie Rutter. Music by Conrad Nelson. Designed by Jessica Worrall. Lighting by Tim Skelly. Henry VI Dicken Ashworth (Gloucester), Tim Barker (Bedford, Mortimer, Salisbury), Roy North (Exeter, Simpcox), Bernard Merrick (Winchester), Mark Stratton (Talbot, Buckingham), Barrie Rutter (York), Phil Corbitt (Warwick), Andrew Cryer (Suffolk), Dave Newman (Somerset), John Gully (Dauphin of France, Lieutenant), Andrew Whitehead (Henry VI), Danny Burns (John Talbot, Peter), Matt Connor (Messenger, Bolingbroke), Maeve Larkin (Joan of Arc), Helen Sheals (Queen Margaret). Edward IV Barrie Rutter (York), Phil Corbitt (Warwick), Andrew Cryer (Cade), Dave Newman (Somerset),John Gully (Clarence), Richard Standing (Edward IV), Andrew Whitehead (Henry VI), Conrad Nelson (Richard), Danny Burns (Prince Edward), Matt Connor (Rutland), Kate Williamson (Lady Grey), Helen Sheals (Queen Margaret). Richard III Mark Stratton (Buckingham), Andrew Cryer (Catesby), Dave Newman (Richmond), Simon Holland Roberts (Hastings), John Gully (Clarence, Tyrrell), Richard Standing (Edward IV), Conrad Nelson (Richard III), Roger Burnett (Rivers), Maeve Larkin (Anne), Kate Williamson (Queen Elizabeth), Jacqueline Redgewell (Duchess of York), Helen Sheals (Queen Margaret). The Wars of the Roses at the West Yorkshire Playhouse was a new adaptation by Barrie Rutter, the founder and artistic director of Yorkshire-based theatre company Northern Broadsides. The company is made up of actors from the north of England, specifically, and rather fittingly for this cycle of Shakespeare's first tetralogy, Yorkshire and Lancashire. Styled as Henry VI and Edward IV, the first two parts of the three-play cycle amalgamated the three Henry VI plays; the final play, Richard III, was Shakespeare's play as it is usually seen. The stage was the same for the three parts: a large, sandy colored thrust with two set pieces consisting of concrete plinths upstage right and a scaffolding balcony upstage left. Although on first entrance the set appeared like a building site, it is perhaps more appropriate to refer to it as a renovation site, a ruined building being refurbished, a work in progress. The costuming for the first two productions was working-clothes--tunics and trousers; lords wore long coats, each identified by a symbol on the left breast representing his seat. Although perhaps suggesting Celtic clothing, the costumes were actually difficult to place in time; Margaret for example looked rather modern in her military garb. The costumes changed to modern dress for Richard III, characters now wearing smart suits. Juxtaposed with the unchanging set, these costumes created a sense of history as an ongoing story that reinvents itself; the characters were transitory and impermanent, acting within a larger, more determined temporal scheme. The three plays represented a unified whole: the pieces overlapped, particularly in the adaptation of Henry VI, and they were clearly envisaged as a cycle rather than discrete plays. Rutter's title of The Wars of the Roses was apt in that the three productions were closely focused on representing the background to the civil wars, the civil war itself, and its after-effects: other extraneous events, such as the war in France, were reduced to the absolute minimum necessary. The first half of Henry VI offered a rapid succession of scenes to illustrate historical background. The scenes in France were mostly reduced to one-on-one fights between Talbot and Joan. The production at this point offered a kind of cartoon history: the plot was significantly reduced while continuing to represent a large part of English history. An abstract representation of battles was established here using dancing and music rather than hand-to-hand combat or sword-fighting. …