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The Mental Health Bill, 2025, proposes to remove autism and learning disability from the scope of Section 3 of the Mental Health Act, 1983 (MHA). The present article represents a professional and carer consensus statement that raises concerns and identifies probable unintended consequences if this proposal becomes law. Our concerns relate to the lack of clear mandate for such proposals, conceptual inconsistency when considering other conditions that might give rise to a need for detention and the inconsistency in applying such changes to Part II of the MHA but not Part III. If the proposed changes become law, we anticipate that detentions would instead occur under the less safeguarded Deprivation of Liberty Safeguards framework, and that unmanaged risks will eventuate in behavioural consequences that will lead to more autistic people or those with a learning disability being sent to prison. Additionally, there is a concern that the proposed definitional breadth of autism and learning disability gives rise to a risk that people with other conditions may unintentionally be unable to be detained. We strongly urge the UK Parliament to amend this portion of the Bill prior to it becoming law.
Involving patients in the health technology assessment (HTA) lifecycle is a core principle at the National Institute for Health and Care Excellence (NICE). To achieve this, NICE has adopted a mixed approach to patient and public involvement and engagement (PPIE) spanning the entire appraisal process. To ensure the PPIE approach enables meaningful involvement, NICE engaged with stakeholders to review its effectiveness and identify areas for improvement.
Methods
In 2023, an independent consultant reviewed NICE’s PPIE approach and engaged with NICE staff and external stakeholders from patient organizations, individual patient contributors, and engagement leads at national health and social care organizations. The engagement included interviews with NICE staff (n=19) and external stakeholders (n=13), and an online survey that received 83 responses from patient organizations and patient contributors. Using this feedback, NICE’s patient and public involvement program conducted four focus groups to develop a framework of improved methods and processes for PPIE with NICE staff, patient organizations, and patient contributors.
Results
The engagement identified many positives in NICE’s approach to PPIE, including:
• lay members sitting on each HTA committee as equal members
• patient organizations providing written evidence to HTA committees
• patient experts providing written and verbal testimony to HTA committees
• support provided by NICE.
The engagement also identified areas where PPIE could have a greater impact, including:
• improved methods for collecting patient evidence and insight
• strengthening the role of lay members
• collating and reusing previously collected patient evidence
• taking a proportionate approach to involving small organizations
• allocating staff resources to focus on impactful PPIE practices.
Conclusions
NICE has developed a draft framework for an improved approach to increase the impact of PPIE in HTA decision-making. In 2024, NICE will publicly consult with NICE staff and external stakeholders to review the framework, agree the strategic aims, and develop metrics for measuring success. Following this consultation, the findings and NICE’s updated approach to PPIE will be presented.
The National Institute for Health and Care Excellence (NICE) heard from small organizations how resource intensive and difficult it is for them participate in medicines health technology assessments (HTA) since the COVID-19 pandemic. To provide additional support for these organizations or to provide alternative patient input, NICE explored implementing surveys directly with patients to share with patient stakeholder organizations and NICE’s HTA medicines committees.
Methods
Patient organizations and colleagues at NICE were included in the background investigation. Informal interviews were conducted with the HTA bodies in Wales and health technology colleagues in NICE about their experience of this method of patient input.
Two approaches were piloted:
(i) Developing the online questionnaire using the Summary of Information for Patients.
(ii) Developing a jointly branded questionnaire collaboratively with the patient organization and implementing a data-sharing agreement to share the raw data.
The survey was distributed by the patient organization, analyzed by NICE, and shared with the patient organization to inform their submission to NICE.
Results
The results of the background investigation showed that the option to include this additional method of input could provide valuable support for patient organizations and has the potential to increase the amount and quality of patient input to an HTA committee.
Both pilots were successful in:
• Supporting patient organizations’ input into a medicines HTA
• Reducing the resources required from patient organizations.
The second pilot added more value due to:
• Collaboration, relationship, and building trust
• Joint development of the survey
• Data sharing and potential to add to patient evidence about a disease and treatments.
Conclusions
Surveys conducted directly with patients can help patient organizations participate in medicines HTAs, but they are only one element of developing more innovative and sustainable patient involvement in the process. HTA bodies need to innovate and work collaboratively with patient stakeholders to produce a menu of options for involvement so that it can be tailored to stakeholders’ resources.
The moderation of user-generated content on online platforms remains a key solution to protecting people online, but also remains a perpetual challenge as the appropriateness of content moderation guidelines depends on the online community that they aim to govern. This challenge affects marginalized groups in particular, as they more frequently experience online abuse but also end up falsely being the target of content-moderation guidelines. While there have been calls for democratic, community-moderation, there has so far been little research into how to implement such approaches. Here, we present the co-creation of content moderation strategies with the users of an online platform to address some of these challenges. Within the context of AutSPACEs—an online citizen science platform that aims to allow autistic people to share their own sensory processing experiences publicly—we used a community-based and participatory approach to co-design a content moderation solution that would fit the preferences, priorities, and needs of its autistic user community. We outline how this approach helped us discover context-specific moderation dilemmas around participant safety and well-being and how we addressed those. These trade-offs have resulted in a moderation design that differs from more general social networks in aspects such as how to contribute, when to moderate, and what to moderate. While these dilemmas, processes, and solutions are specific to the context of AutSPACEs, we highlight how the co-design approach itself could be applied and useful for other communities to uncover challenges and help other online spaces to embed safety and empowerment.
The prevalence of mild to moderate cognitive impairment, including episodic memory deficits, in people living with HIV (PLWH) remains high despite the life-extending success of antiretroviral pharmacotherapy. With PLWH now reaching near-normal life expectancy, questions concerning a potential synergy between age- and HIV disease-related effects, including degradation in fronto-limbic circuits, neural systems also compromised in Parkinson’s disease (PD), have emerged.
Participants and Methods:
This cross-sectional study examined the similarities and differences in component processes of verbal episodic memory and their neural correlates in 42 PLWH, 41 individuals with PD, and 37 controls (CTRL) (all participants aged 45-79 years). Learning over five trials, short-delay (SD) and long-delay, (LD), free-recall (FR) and cued-recall (CR) indices were assessed using the California Verbal Learning Test-2. Retention scores for FR and CR were derived adjusting for Trial 5 performance. All memory scores were age- and education-corrected based on the control group and reported as Z-scores. Regional brain volumes were calculated using 3T MRI data and the SRI24 atlas to delineate frontal (precentral, superior, orbital, middle, inferior, supplemental motor, and medial) and limbic (hippocampus, thalamus) regions. Brain volumes were age- and head-sized corrected based on 238 controls (19-86 years old).
Results:
Compared with the CTRL group, the HIV and PD groups were impaired on learning across trials and on SD and LD free- and cued-recall, with no group difference between the HIV and PD groups on any score. All three groups benefited similarly from cues compared with free-recall. The HIV and PD groups did not differ from CTRL on retention scores. Regarding brain volumes, the HIV group had smaller middle frontal volumes than the PD or CTRL groups and smaller thalamic volumes than the PD group. Correlational analyses (Bonferroni correction for 8 comparisons, p<.01) indicated that fewer total number of words recalled on Trial 5, learning over Trials 1-5, total words recalled on SD-CR, LD-FR, and LD-CR were associated with smaller orbitofrontal volume in the HIV but not the PD group; the correlations between orbitofrontal volume and memory scores were significantly different between the HIV and PD groups. In PD, but not HIV, lower retention scores on SD-FR and LD-CR correlated to smaller hippocampal volume.
Conclusions:
Impairment in learning and cued recall performance indicate that both encoding and retrieval processes are affected in PLWH and PD. Neural correlates of verbal memory differed between groups, with orbitofrontal volume associated with learning and recall in PLWH, whereas hippocampal volume was associated with retention scores in PD. Together, these results suggest that different nodes within the fronto-limbic mnemonic circuitry underlie the mutual verbal episodic memory deficits observed in older PLWH and PD. Support: AA023165, AA005965, AA107347, AA010723, NS07097, MH113406, and the Michael J. Fox Foundation for Parkinson’s Research
This article is based on a course on how to use Moys classification scheme,1 delivered by Helen Garner and Felicity Staveley-Taylor on behalf of the British and Irish Association of Law Librarians (BIALL) in November 2022. The article, which is also written by Helen and Felicity, provides guidance on how to use Moys classification, explaining the features that enable the scheme to be expanded to accommodate new subject areas. The article also explains some of the features which ensure the scheme remains relevant to legal libraries today. Sections from the classification scheme, as published in the fifth edition, appear in the article text. In addition, any references to page numbers are to the fifth edition.
Coronavirus Disease 2019 (COVID-19) instigated a flurry of clinical research activity. The unprecedented pace with which trials were launched left an early void in data standardization, limiting the potential for subsequent data pooling. To facilitate data standardization across emerging studies, the National Heart, Lung, and Blood Institute (NHLBI) charged two groups with harmonizing data collection, and these groups collaborated to create a concise set of COVID-19 Common Data Elements (CDEs) for clinical research.
Methods:
Our iterative approach followed three guiding principles: 1) draw from existing multi-center COVID-19 clinical trials as precedents, 2) incorporate existing data elements and data standards whenever possible, and 3) alignment to data standards that facilitate data sharing and regulatory submission. We also supported rapid implementation of the CDEs in NHLBI-funded studies and iteratively refined the CDEs based on feedback from those study teams
Results:
The NHLBI COVID-19 CDEs are publicly available and being used for current COVID-19 clinical trials. CDEs are organized into domains, and each data element is classified within a three-tiered prioritization system. The CDE manual is hosted publicly at https://nhlbi-connects.org/common_data_elements with an accompanying data dictionary and implementation guidance.
Conclusions:
The NHLBI COVID-19 CDEs are designed to aid data harmonization across studies to achieve the benefits of pooled analyses. We found that organizing CDE development around our three guiding principles focused our efforts and allowed us to adapt as COVID-19 knowledge advanced. As these CDEs continue to evolve, they could be generalized for use in other acute respiratory illnesses.
This interdisciplinary collection explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account, the balance between religion, culture and education, girls’ right to education and the role of courts.
We propose a new theory of human cognitive evolution, which we term Complementary Cognition. We build on evidence for individual neurocognitive specialization regarding search abilities in the modern population, and propose that our species cooperatively searches and adapts through a system of group-level cognition. This paper sets out a coherent theory to explain why Complementary Cognition evolved and the conditions responsible for its emergence. Using the framework of search, we show that Complementary Cognition can be contextualized as part of a hierarchy of systems including genetic search and cognitive search. We propose that, just as genetic search drives phenotypic adaptation and evolution, complementary cognitive search is central to understanding how our species adapts and evolves through culture. Complementary Cognition has far-reaching implications since it may help to explain the emergence of behavioural modernity and provides a new explanatory framework for why language and many aspects of cooperation evolved. We believe that Complementary Cognition underpins our species’ success and has important implications for how modern-day systems are designed.
Edited by
Sandra Fredman, University of Oxford Faculty of Law,Meghan Campbell, New College, University of Oxford,Helen Taylor, Balliol College, University of Oxford
Edited by
Sandra Fredman, University of Oxford Faculty of Law,Meghan Campbell, New College, University of Oxford,Helen Taylor, Balliol College, University of Oxford
Edited by
Sandra Fredman, University of Oxford Faculty of Law,Meghan Campbell, New College, University of Oxford,Helen Taylor, Balliol College, University of Oxford
Education is at the heart of the global struggle to alleviate poverty and reduce inequality. It has been demonstrated that one extra year of education is associated with a reduction in inequality (as measured by the Gini coefficient) of 1.4 percentage points. Yet it is precisely the most disadvantaged who face the greatest obstacles to accessing quality education. Although some progress has been made in recent decades, there were still as many as 57 million out-of-school children of primary school age in 2015. Many of these will never access education. What role, then, can human rights play in addressing these issues? Education has been recognised as a fundamental human right at least since 1948, when the Universal Declaration of Human Rights declared that everyone has the right to free and compulsory education. Importantly, the right extends beyond access to education. It also includes quality education. Education must be ‘directed to the full development of the human personality’ and ‘promote understanding, tolerance and friendship among all nations, racial or religious groups’. The right to education has also been recognised in the major international human rights instruments, and in the domestic law of numerous countries.
This volume asks what role human rights can play in addressing some of the most challenging issues in the quest for quality education for all. We provide case studies from both the global South and the global North. The challenges are surprisingly similar, despite marked differences in development. From the South, we focus on India, Kenya and South Africa. Both countries face an enormous chasm between the ideal of equal rights to quality education and the reality; each has relatively recently given entrenched constitutional status to the right to education; and both have seen human rights litigation play an important part. From the global North, we look at New York State, where educational disadvantage, in the midst of the richest country in the world, is even more striking. Although there is no constitutional right to education at federal level, the right is entrenched in the New York State constitution, and human rights litigation has been utilised in the quest for a better quality of education for disadvantaged innercity children.
Edited by
Sandra Fredman, University of Oxford Faculty of Law,Meghan Campbell, New College, University of Oxford,Helen Taylor, Balliol College, University of Oxford
Edited by
Sandra Fredman, University of Oxford Faculty of Law,Meghan Campbell, New College, University of Oxford,Helen Taylor, Balliol College, University of Oxford
Edited by
Sandra Fredman, University of Oxford Faculty of Law,Meghan Campbell, New College, University of Oxford,Helen Taylor, Balliol College, University of Oxford
This collection of essays has explored a range of challenges faced by minorities and disadvantaged groups in education. The book demonstrates how a human rights-based approach brings these challenges into sharper focus and offers a framework for addressing them so that we can achieve quality education for all. These insights are enriched through the comparative perspective provided by the range of jurisdictions featured in the collection. Such a perspective highlights the complexity of the challenges faced and presents contextualised responses to them. Human rights provide a common language to share and compare the experiences of minorities and disadvantaged groups in education. While requiring sensitive attention to be given to how these experiences are embedded in particular contexts, a comparative perspective also enables resonances to be felt across contextual divides. It is therefore capable of inspiring new ideas for overcoming long-standing challenges in education.
An increasingly pressing challenge faced by a human rights-based approach, covered in Part I of this collection, is the question of how to hold actors other than the state accountable for providing quality education to all. While remaining open to the potential benefits of private educational initiatives for disadvantaged and marginalised children who might lose out in the public school system (Smuts), the accountability deficit associated with the involvement of private actors in education needs to be addressed. This accountability deficit leaves minorities and disadvantaged groups most at risk that their right to education will not be realised, and the challenge moving forward is to develop robust accountability mechanisms for ensuring both the state and private actors uphold children's rights to and in education (O’Mahony).
Part II emphasised the importance of sensitive balancing of competing rights and interests in education, particularly with respect to the tension that often arises between the right to education and the freedom of religion and culture. An especially important insight offered by both chapters in Part II is that this balancing exercise requires acute awareness of the contextual and historical positioning of minority groups within the education system. While a human rights-based approach calls for protections to be extended to minorities and disadvantaged groups to ensure they are not marginalised by the education system, we should remain alert to such protections being subverted by groups seeking minority status in order to exclude other groups (Kothari) or being abused in order to preserve historical privilege or restrict access to education (Bishop).
Edited by
Sandra Fredman, University of Oxford Faculty of Law,Meghan Campbell, New College, University of Oxford,Helen Taylor, Balliol College, University of Oxford
Edited by
Sandra Fredman, University of Oxford Faculty of Law,Meghan Campbell, New College, University of Oxford,Helen Taylor, Balliol College, University of Oxford
Edited by
Sandra Fredman, University of Oxford Faculty of Law,Meghan Campbell, New College, University of Oxford,Helen Taylor, Balliol College, University of Oxford
Introduction: achieving access to quality education for all
Over the last fifteen years, there has been a gradual shift in focus from access to quality within the international drive for realising the human right to education. The dominant focus on access to education at the turn of the century was reflected in the target of universal primary education established by Millennium Development Goal 2 and initiatives like Education for All, the UNICEF-led movement that coordinates and supports international efforts to universalise primary education. Much progress has been made on this front, with enrolment in primary education in developing regions reaching 91% in 2015, a considerable improvement from 83% in 2000. However, although access is a necessary condition for realising the right to education, it is on its own not sufficient. Rather, access must be accompanied by the opportunity to obtain quality education, if education is to be a ‘multiplier’ or ‘enabling’ right that empowers people to live productive and fulfilling lives in society. This realisation has shaped the more nuanced target of Sustainable Development Goal 4 to ensure inclusive and quality education for all. This more refined aim of quality education for all is particularly important for ensuring equality in education, as an assessment of the discrepancies in the quality of education provided is often more telling of inequality in education, and in society more generally, than the all-or-nothing measure of access. The shift in focus towards quality of education is therefore highly relevant to the enforcement of the right to education for minorities and disadvantaged groups. Yet while this shift in emphasis presents a valuable opportunity for ensuring greater equality in education provision, it brings with it the challenge of how to conceptualise and enforce the right to quality education for minorities and disadvantaged groups.
This chapter will explore how this focus on ensuring quality education for all can strengthen both the conceptualisation and enforcement of the right to education for minorities and disadvantaged groups. In drawing this link between quality and equality in education, I will address two questions. First, I will consider what a human rights-based assessment of quality brings to our conception of the right to education, with a particular interest in the strategic value it may hold for minorities and disadvantaged groups in realising their right to education.
Edited by
Sandra Fredman, University of Oxford Faculty of Law,Meghan Campbell, New College, University of Oxford,Helen Taylor, Balliol College, University of Oxford
Edited by
Sandra Fredman, University of Oxford Faculty of Law,Meghan Campbell, New College, University of Oxford,Helen Taylor, Balliol College, University of Oxford