18918 research outputs found
Sort by
A manifesto for plant science education
No full textSocietal Impact Statement: Plants provide oxygen, food, shelter, medicines and environmental services, without which human society could not exist. Tackling pressing and global challenges requires well-trained plant scientists and plant-aware individuals. This manifesto provides a practical evidence-based vision to strengthen plant science education, focused on five strategic priorities. It is relevant to all stakeholders within plant science and beyond: from frontline educators to institutional leaders; from commercial or charitable professionals to entrepreneurs and donors; from individual community members to their legislative representatives. Strengthening plant science education demands concrete actions from all stakeholders, ultimately to the benefit of us all. Summary: Plant science education needs urgent attention. Skilled plant scientists are needed to address major environmental and societal challenges, and global communities require plant-aware professionals to drive impactful policy, research and environmental stewardship. This manifesto was collaboratively generated by a community of educators who gathered to reflect on the state of plant science education. The forward-facing document provides a clear strategy for plant science education, complementing existing research strategies. Five themes were identified as essential for meeting the evolving needs of plant science, educators and learners: (i) plants must be at the centre of an education that addresses global challenges and societal values; (ii) plant science education must prepare students for their futures using bold and effective pedagogies; (iii) equity, diversity and inclusion must be robustly embedded in educational practices; (iv) local and strategic partnerships (with industry and beyond) are required to strengthen academic education; and (v) plant science educators need resources and opportunities to develop and connect. The manifesto is intended as a framework for change. Educators, funders, publishers, industry representatives, policymakers and all other members of our communities must commit to sustained investment in plant science education. By proactively and collectively embracing the recommendations provided, the sector has an opportunity to cultivate a new generation equipped with the knowledge, skills and passion to unlock the full potential of photosynthetic organisms
Pre- and syn-eruptive processes during ancient pre-caldera activity at Campi Flegrei (Italy): petrology and chemostratigraphy of the Vitafumo and Miliscola tuff-cones
No full textA detailed petrological investigation of the juvenile clasts from the deposits of the Vitafumo and Miliscola tuff cones is reported here, representing the first attempt to reconstruct the architecture of the plumbing systems of Phlegraean volcanoes preceding the caldera-forming Campanian Ignimbrite (CI) eruption. The Vitafumo and Miliscola juvenile clasts are remarkably crystal-poor to nearly aphyric, with sparse microphenocrysts of mostly sanidine, plus some plagioclase in the slightly crystal-richer and older Vitafumo samples. Groundmass glass compositions are trachytic and homogeneous for each volcano, with only slightly higher MgO, CaO and K 2O and lower Na 2O in the Miliscola samples. Such features are perfectly mirrored by whole-rock compositions, with the trachytic Miliscola samples being slightly less evolved than the Vitafumo ones, as indicated by lower SiO 2, Rb, Zr and Nb and higher TiO 2, Fe 2O 3tot, CaO, Sr, Ba and V. In addition, the compositions of the juvenile clasts of the two volcanoes have resulted to remain substantially unchanged throughout their stratigraphic sequences. Geothermometric and geohygrometric calculations indicate that the Vitafumo magma was characterised by a T of 812–880 °C and 2.97–4.14 wt% H 2O before being erupted, while the Miliscola magma was significantly cooler (700–728 °C) and water-richer (4.52–5.59 wt%). These features, along with constraints from experimental petrology on Campi Flegrei magmas, suggest that both the eruptions were fed by magmas that represent interstitial residual melts efficiently extracted from a crystal mush reservoir, in line with the low crystallinity of the juvenile clasts and the remarkable homogeneity of groundmass glass and whole-rock compositions. The switch in time from the more evolved, hotter and water-poorer Vitafumo magma to the colder and water-richer (possibly close to saturation) Miliscola magma can be reconciled with either i) the presence of two independent reservoirs or ii) the evolution through time of a single reservoir via melting of its feldspar-dominated crystal mush by trachytic recharging magma, both compatible with the presence of a common deeper magma accumulation zone at Campi Flegrei. The results of the petrological characterisation of the Vitafumo and Miliscola products are overall consistent with those for the generally strongly evolved Campi Flegrei pre-CI products, thus supporting the idea that during the ancient stage of Phlegraean activity reservoir growth processes of magma accumulation, differentiation and homogenisation, were prevalent. Nevertheless, the relatively low T, possibly coupled with H 2O contents being close to saturation in the Miliscola case, do not fully conform to the general temporal trends observed for these parameters during the ancient Phlegraean activity. This suggest that uncertainties still exist on the state of the Campi Flegrei magmatic system during the pre-CI stage, and thus on its evolution with time
Short-term spark or long-term flame? Sustaining academic psychiatric departments
No full textSummaryOver the past two decades, the number of academic psychiatrists in the UK has declined by more than a third, despite an expansion in medical schools and growth in most other medical academic specialties. Drawing on direct experience of establishing a new academic unit, we argue that the long-term sustainability of academic psychiatry departments is critical for service quality, innovation and talent development. This paper outlines the structural, cultural and strategic factors needed to create academic units that endure and flourish beyond individual careers, enabling better integration of research and clinical practice
Dampened social motivation in dysphoria: the role of negative social expectancies and internal causal attribution style
No full textDysphoria is associated with dampening of social interaction intention, but the cognitive mechanisms that underpin this relationship are under-investigated. This study tested the hypothesis that heightened negative social expectancies mediate the association between dysphoria and dampened social motivation. Additionally, it tested the hypothesis that the association between dysphoria and negative social expectancies is mediated by an attribution style bias that attributes negative, but not positive, outcomes to internal causes. University students (N = 271) with varied levels of dysphoria read vignettes describing hypothetical situations where they initiate a social interaction that results in positive or negative outcomes. Participants rated their expectancies concerning the likelihoods of these outcomes, and their expected emotional impact. Participants also forecast the emotions they would experience and reported the degree to which they attribute each outcome to internal factors (themselves) or to external factors (the other person/circumstance). Finally, participants reported their intention to seek social interaction in similar future situations. Results showed that negative biases in outcome likelihood and emotional impact expectancies both independently mediated the association between dysphoria and deficits in social interaction intention. Furthermore, negative internal causal attribution bias mediated the association between dysphoria and each type of expectancy bias. Dysphoria\u27s association with negative internal causal attribution style converged with negative affective forecasts, reflecting greater self-focused negative emotions (humiliation, guilt, helplessness) and reduced self-focused positive emotions (pride). Findings indicate the utility of assessing dysphoria-linked biases in outcome and emotional impact expectancies and highlight the importance of attribution style bias in dampening social motivation in dysphoria. [250/250]
Development of professional identity in medical students through interprofessional simulation: a qualitative study
No full textBackgroundProfessional identity development in doctors is associated with confidence, resilience and alignment with professional values. Empirical study has found that Interprofessional Simulation-based Education (IPSE) is associated with professional identity development in medical students but does not demonstrate how. An IPSE curriculum is in place within the University of Plymouth medical curriculum. Using reflexive thematic analysis of participating medical student\u27s interview data, subsequently triangulated with theory from sociological and psychological literature, potential mechanisms of professional identity development through IPSE are discussed and implications for educational design explored.MethodsA qualitative approach was adopted utilising semi-structured interviews. Purposive sampling was used to select 10 final-year medical students undertaking the IPSE curriculum. Participants were asked about experiences contributing to their perceptions of professions, interprofessional learning and their experiences of the IPSE curriculum. Data were transcribed, coded and analysed using Thematic Analysis. Further interpretative analysis was then conducted using two theoretical perspectives: Social Identity Theory and Identity Theory.Main findingsPre-IPSE experiences were found to have contributed to professional identity development in the participants studied. Participants’ perceptions of what it is to ‘be’ a doctor or nurse identified clear distinctions between groups, notably relating to role and status.In performing as a ‘doctor’ and engaging with ‘nurses’ as ‘doctors’ through IPSE, participants experienced increased confidence and perceived competence in ‘being’ a doctor, and reformulated their understanding of roles and their approach to interprofessional practice. Positive developments were initially limited by challenges with inter-group communication and feelings of pressure that align with phenomena described in theoretical literature such as intergroup anxiety.ConclusionsThis study reinforces that engagement in IPSE can develop the professional identity of final-year medical students. Mechanisms suggested by the data include strengthened role identity, reformulated conceptions of other professionals’ roles through tacit identity enactment, and the development of a superordinate professional identity shared with nursing students. Analysis of the data presented also gives insight into features of IPSE that may mitigate limiting factors of interprofessional learning occurring in-vivo such as a sociologically informed debrief. Implementing sociological models such as mutual intergroup differentiation may allay intergroup anxiety and status differentials, thus enabling further professional identity development
Children and adults across 15 countries believe in human uniqueness of mind: a cross-cultural investigation of cross-species mind perception
No full textThe way humans relate to other animals is fundamentally shaped by whether we perceive ourselves as unique, with feelings and thoughts not shared by other animals. How beliefs about animals’ ability to feel and think develop across cultures remains largely unexplored. We asked children and adolescents (4–17 years, N = 1025) and adults (N = 190) from 33 urban and rural communities across 15 countries whether animals have thoughts or feelings (judgments of presence), and whether those thoughts or feelings are human-like (judgments of similarity). Bayesian analyses revealed that participants generally ascribed non-human animals the ability for thoughts and feelings. However, they universally denied that animals have human-like thoughts, with these beliefs emerging early in development across all societies and remaining stable across the lifespan. There was more cultural variation found in whether participants attributed human-like feelings to animals. Human mental exceptionalism appears to be a human universal and is restricted to human-like thoughts. Implications for human-animal relationships and ethical considerations for the treatment and conservation of other animals are discussed
Modeling Spasticity: a systematic review
No full textSpasticity, a type of hypertonia characterized by a velocity-dependent increase in muscle tone, is associated with damage to the brain and/or spinal cord in different neurological conditions. However, secondary non-neurological factors, such as soft tissue changes, can complicate the assessment and differentiation of the underlying causes. Accurate assessment is crucial for effective treatment planning, with clinicians relying on passive movement to grade the ‘feel’ of the spastic limb. This review aims to identify and evaluate the feasibility of spasticity models or simulations for clinical teaching. Models based on human spastic limbs were examined, with no restrictions on specific conditions or populations. A comprehensive search of four databases and gray literature was conducted to identify relevant studies. Criteria for inclusion focused on model development, data, and evaluation processes. Study selection and data extraction were carried out by independent reviewers, and data synthesis was performed by systematically mapping model properties, methods, and utility. The quality of the studies was assessed using an adapted framework for health technology assessments. The findings highlight opportunities for the development of simulation models to support training. However, significant limitations to the existing evidence base limit the feasibility of developing spasticity models based on existing literature
Micro-Refuges or Ecological Traps: Context-Dependent Effects of Rock Pools on Intertidal Biodiversity Across Latitudes
No full textAimWe investigated how local-scale environmental heterogeneity influences biodiversity patterns across broad biogeographic gradients, using intertidal microhabitats as a model system within one of the most environmentally stressful ecosystems on Earth.LocationIntertidal habitats at 26 locations (two rocky shore sites per location) across six continents, spanning 98° of latitude (38°S to 60°N).Time Period2019–2022.Major Taxa StudiedAlgae, sessile and mobile invertebrates.MethodsWe compared biodiversity and thermal environments across contrasting microhabitats (rock pools and adjacent emergent rock) along a latitudinal gradient, sampling during environmentally ‘milder’ and ‘harsher’ periods. Biodiversity was quantified using multiple richness metrics (mean, total, unique taxa) and functional diversity.ResultsMicrohabitat differences strongly influenced biodiversity patterns across latitude. Rock pools consistently supported higher taxonomic and functional diversity than emergent rock, irrespective of sampling period, reflecting their ability to buffer thermal extremes, particularly under harsher conditions. Mean species richness exhibited a non-linear, s-shaped latitudinal pattern, with lowest values near the equator and higher richness at mid-latitudes, diverging from classical Latitudinal Diversity Gradient expectations. Biodiversity differences between microhabitats were greatest in temperate regions and diminished at low latitudes, where extreme conditions constrained diversity across habitats.Main ConclusionsLocal environmental heterogeneity can substantially modify, and in some cases obscure large-scale biodiversity patterns. By mediating exposure to environmental stress, intertidal microhabitats provide insight into how fine-scale variability interacts with latitudinal stress gradients to shape biodiversity distributions. Incorporating microhabitat variability into biogeographic frameworks is important for understanding global biodiversity patterns and predicting ecological responses to climate change
Sustainable Food Systems and Planetary Health Education for nutritionists and dietitians:: prioritising curriculum concepts with Q methodology
No full textPurpose: The global food system is undermining human and planetary health. Urgenttransdisciplinary action is required among food system stakeholders equipped to address complexchallenges. This study identified and prioritised curriculum concepts for tertiary education, with theaim of preparing entry-level nutritionists and dietitians to contribute to sustainable food systems andplanetary health within their practice.Methodology: A mixed-methods Q study was conducted. Curriculum concepts were identified fromliterature and an online survey (n 84, 23 countries), then prioritised by workshop participants (n 43, 11countries) based on relevance for entry-level nutritionists and dietitians. Participants reflected on theirdecision-making process using a post-workshop survey. Data were analysed using by-person factoranalysis, resulting in a three-factor solution.Findings: Three distinct viewpoints were identified; Viewpoint 1: Start with core concepts;Viewpoint 2: Prioritise diverse knowledges and social justice; and Viewpoint 3: Develop soft skills toaddress systemic challenges. Consensus was achieved regarding the relevance of some curriculumconcepts; Respect for Diverse Knowledges and Cultures was considered highly relevant, while Policyand Food Industry were considered less relevant for entry-level practice.Originality and practical implications: Q methodology enabled structured exploration ofinternational perspectives among diverse food systems stakeholders, both within and outside thedisciplinary field of nutrition and dietetics. The results offer discipline-specific guidance to inform acurriculum framework for tertiary educators. Such purpose-driven education can equip nutritionistsand dietitians to contribute to sustainable food systems and planetary health for current and futuregenerations
Policy Brief for All-Party Parliamentary Group (APPG) on Autism: National Implementation of Systemic Family Therapy for Autism
No full textAddressing the Crisis of Premature Mortality and Family Trauma in Autism through Systemic Intervention