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Implicit Cognition and Racial Biases in Everyday Situations::Beyond Microaggressions and Felt Insults
Get PDFThis study uses an experimental paradigm to explore whether there is a racial bias in how White people respond to various misdemeanors involving Black or White protagonists. White participants were presented with a series of vignettes outlining various everyday scenarios. In each scenario, there was a protagonist displaying behavior that was either delinquent or just socially unacceptable. The race of the protagonist was systematically varied (Black versus White), everything else was identical. White participants’ responses were significantly affected by the race of the protagonist, particularly for the ordinary socially unacceptable behaviors that did not involve any crime. The responses were more negative when the protagonist was Black. The self-reported racial attitudes of our White participants were neutral throughout, but measures of implicit racial attitude showed a distinct pro-White bias. Importantly, we found that stronger pro-White attitudes were associated with more negative behaviors toward Black people in these routine interaction sequences
Callous–Unemotional Traits and Their Association with Neurodevelopmental Disorders:Insights from Gaze Behaviour During Emotion Recognition
Get PDFHighlights: What are the main findings? Individuals with CU traits (and those with ASD, ADHD, or CD) show atypical eye-gaze behaviour, especially reduced attention to the eye region, most notably when viewing fearful faces. Co-occurrence of CU traits with ASD, ADHD, or CD amplifies avoidance of the eyes during emotional processing, suggesting compounded socioemotional difficulties. What are the implications of the main findings? While theories such as amygdala dysfunction, oculomotor disinhibition, and hostile attribution bias explain aspects of gaze behaviour, none fully capture the complexity, highlighting the need to view CU traits as a developmental, cross-disorder construct shaped by environmental factors. Callous–unemotional (CU) traits are characterised by reduced empathy, guilt, and emotional responsiveness, and are strongly linked to atypical socioemotional processing. Eye-tracking research provides a valuable window into these processes by capturing early developing patterns of attention to emotionally salient social cues, particularly facial expressions. This narrative review examines how alterations in gaze behaviour contribute to the emergence of CU traits across neurodevelopmental disorders (NDs), with a focus on autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and conduct disorder (CD). Across studies, elevated CU traits are associated with reduced fixations on the eye region, most consistently in response to fearful faces. ASD is associated with robust eye avoidance, ADHD with inhibitory and attentional control difficulties during face processing, and CD with atypical gaze allocation to negative emotional expressions such as fear and anger. These patterns appear amplified when CU traits co-occur with NDs. Competing explanatory accounts, including aberrant amygdala functioning, oculomotor disinhibition, and hostile attribution biases, each capture aspects of these patterns but fail to provide a unified explanation. Integrating developmental, neurobiological, and environmental perspectives, we propose that CU traits reflect a transdiagnostic developmental construct shaped by early attentional–emotional mechanisms, rather than a disorder-specific identity.</p
Teaching an outdated framework:navigating the Mental Health Act 1983 in nurse education
Get PDFThe Mental Health Act 1983 remains a cornerstone of mental health legislation in England and Wales; however, its outdated, paternalistic framework presents ethical challenges for nurse educators. This article explores the tensions inherent in teaching a law that is essential to practice yet widely recognised as inadequate. The authors examine the Mental Health Act’s limitations, including its failure to promote autonomy, safeguard against coercion and address racial disparities. Key omissions such as lack of statutory advocacy, absence of advance decision making, and insufficient protections for children are critically analysed. The authors argue that nurse educators must go beyond statutory instruction to foster ethical awareness, cultural sensitivity and advocacy skills in students. By embedding critical reflection and person-centred values into education, academics can prepare nurses to uphold human rights and challenge discriminatory practices, even within a flawed legal framework. Reforming the law is essential but until then, education must bridge the gap between law and ethical care
Associations Between Serum Levels of Vitamin D and Neuromuscular Parameters in Schoolchildren
Get PDFThis cross-sectional study investigated the associations between vitamin D levels, handgrip strength, and gross motor coordination in 86 healthy children (51.2% male). Blood samples were analyzed to measure serum vitamin D levels, handgrip strength was measured using handgrip dynamometry, and motor quotient was assessed using the Körper Koordinationstest für Kinder. Sociodemographic data were collected through a questionnaire. The analyses revealed no influence of vitamin D on handgrip strength. In the regression model, vitamin D was a significant predictor of the motor quotient (B = 1.35, 95% CI [0.12, 2.57]), independent of covariates. The household income variable also stood out as it was significant both as a predictor of the influence of vitamin D on motor quotient (B = −59.50, 95% CI [−96.80, −22.20]) and as a moderator of this influence (B = 59.46, 95% CI [10.04, 108.87]). Including sociodemographic factors, such as income, was crucial for understanding the relationship between vitamin D and motor quotient in children. Therefore, it is necessary to discuss and evaluate how different socioeconomic statuses, growth phases, access to balanced nutrition, and physical and metabolic health conditions influence physical performance behavior in the pediatric population
Three Sisters: A Story from the Climate Future – Creating Community Resilience through Collective Listening Events
Get PDFThis article is framed within the practice of socially engaged performance and participatory theatre. Lena Šimić and James Marriott discuss their research methodology of collective listening events, as a means of responding to the climate crisis. Working from the audio play that they co-created Three Sisters: A Story from the Climate Future (2023), these researcher-practitioners engaged various communities across the North of England and Scotland (Stove Café in Dumfries; Artistic Research Centre in Bidston; Kitty’s Laundrette in Anfield, Liverpool; Glenlivet Estate Office in Tomintoul; and Cornucopia in Hawick) in order to think together about climate futures in these specific locations. The article argues that the creative methodology of collective listening to audio drama and follow up discussions in local communities, allows for the building of and re-iteration of community resilience. Using audio drama as a springboard for facilitated conversations around climate futures supports in depth emotional engagement from the audiences. The research revealed that the communities’ main concerns were to do with physical impacts of climate crises, local and global migration, and social deprivation and decline. However, all these factors also allow for emerging models of new community formations and co-existence together in present and future worlds. The article is in contextual critical dialogue with scholarship around ecodramaturgies and environmental theatre. It also includes extracts from the audio play in order to engage the readers with the experience of listening, as well as enabling climate future imaginaries
Pd-Catalyzed C─C Bond Borylation of Biphenylenes Leading to Tri-Ortho-Substituted Biaryls
Get PDFRing-opening diborylation of carbon─carbon (C─C) single bonds is a powerful strategy for installing two versatile functional groups at nonadjacent carbon atoms, enabling skeletal editing of strained ring systems. However, such transformations remain rare for rings larger than cyclopropanes due to kinetic and thermodynamic challenges. Herein, we describe a palladium-catalyzed diborylation of 1-substituted biphenylenes enabled by a highly electron-rich and sterically demanding N-heterocyclic carbene (NHC) ligand. The reaction proceeds via selective cleavage of the least sterically hindered C─C bond and affords ortho-diborylated biphenyls in 39%–89% isolated yields across a broad range of 1-substituted biphenylenes with diverse steric and electronic properties. High regioselectivities (up to >20:1) are observed for cleavage of the least sterically hindered C─C bond. Regioselectivity is modulated by both electronic and steric effects: electron-donating aryl substituents enhance selectivity, as indicated by a Hammett correlation, whereas spherical substituents favour higher selectivity than planar aryl groups. Supporting stoichiometric experiments indicate a pathway involving initial C─C bond activation. The resulting sterically hindered tri-ortho-substituted biaryls may serve as valuable synthetic intermediates, as demonstrated by selective sequential orthogonal postfunctionalization of a representative example
Three Sisters: A Story from the Climate Future – Creating Community Resilience through Collective Listening Events
Get PDFThis article is framed within the practice of socially engaged performance and participatory theatre. Lena Šimić and James Marriott discuss their research methodology of collective listening events, as a means of responding to the climate crisis. Working from the audio play that they co-created Three Sisters: A Story from the Climate Future (2023), these researcher-practitioners engaged various communities across the North of England and Scotland (Stove Café in Dumfries; Artistic Research Centre in Bidston; Kitty’s Laundrette in Anfield, Liverpool; Glenlivet Estate Office in Tomintoul; and Cornucopia in Hawick) in order to think together about climate futures in these specific locations. The article argues that the creative methodology of collective listening to audio drama and follow up discussions in local communities, allows for the building of and re-iteration of community resilience. Using audio drama as a springboard for facilitated conversations around climate futures supports in depth emotional engagement from the audiences. The research revealed that the communities’ main concerns were to do with physical impacts of climate crises, local and global migration, and social deprivation and decline. However, all these factors also allow for emerging models of new community formations and co-existence together in present and future worlds. The article is in contextual critical dialogue with scholarship around ecodramaturgies and environmental theatre. It also includes extracts from the audio play in order to engage the readers with the experience of listening, as well as enabling climate future imaginaries
Understanding how to maintain paramedic simulation-based education quality: a qualitative study
Get PDFBackground: Simulation-Based Education (SBE) is an essential component of paramedic training, offering a structured environment for students to develop clinical skills and decision-making capabilities. Despite the existence of SBE quality frameworks, such as those from the Association for Simulated Practice in Healthcare (ASPiH) and the International Nursing Association for Clinical Simulation and Learning (INACSL), the application of these frameworks in maintaining paramedic SBE quality remains inconsistent. This study explores paramedic educators' perceptions of SBE quality, the challenges in applying SBE quality frameworks, and potential strategies for improvement.Methods: An exploratory qualitative research design was employed, utilising semi-structured interviews with eight paramedic educators from five higher education institutions in the East Midlands, UK. Data were analysed using template analysis to identify key themes related to maintaining paramedic SBE quality. Results: Participants were aware of the importance of quality in SBE, yet demonstrated limited awareness and inconsistent application of formal quality frameworks, often relying more on informal, experience-driven approaches. Psychological safety and student engagement were emphasised as crucial to effective SBE, yet institutional constraints, including financial limitations, staffing shortages, inadequate faculty training, hindered quality assurance efforts. There were also challenges in standardising simulation scenarios and debriefing practices, with educators highlighting the need for greater institutional support and structured training in simulation pedagogy.Conclusions: The study highlights significant opportunities to enhance the integration of quality frameworks in paramedic SBE, emphasising the need for improved faculty training, increased institutional investment, and structured quality assurance mechanisms. Addressing these barriers is essential to ensure consistency, effectiveness, and sustainability in paramedic SBE.<br/
Scoping Reviews in Health Professions Education
Get PDFScoping reviews are becoming increasingly popular in Health Professions Education (HPE), offering a flexible and systematic way to explore broad questions, map the literature, and identify knowledge gaps. Unlike systematic reviews, which aim to answer focused questions, scoping reviews are ideal for topics that are complex, emerging or poorly defined. They allow educators to explore what is known about a topic, highlight areas needing further research and inform curriculum design, policy or funding decisions. This Clinical Teacher's Toolbox article introduces the purpose and defining features of scoping reviews and compares them with other common review types. We offer practical advice based on our experience of conducting scoping reviews in HPE, with step-by-step guidance on how to plan, conduct and report. Topics include choosing a suitable research question, assembling a team (including the key role of librarians), managing the review process using software tools and following established methodological frameworks (e.g., the Joanna Briggs Institute). Common challenges, such as justifying the use of scoping reviews and ensuring quality, are discussed, along with tools like the PRISMA-ScR checklist to enhance transparency. By following this guide, all involved in HPE can confidently use scoping reviews as a rigorous and adaptable method of evidence synthesis, supporting both educational research and informed decision-making for best educational practice