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  • Chapter 31 - United Kingdom

  • Edited by Graham Tucker, Nature Conservation Consulting
  • Book:
    Nature Conservation in Europe
    Published online:
    11 May 2023
    Print publication:
    25 May 2023, pp 634-677

  • Summary

    The chapter describes the main nature conservation challenges in the United Kingdom, its main policy responses and actions, and their achievements and lessons, primarily over the last 40 years. This covers the country’s natural characteristics, habitats and species of particular importance; the status of nature and main pressures affecting it; nature conservation policies (including post-Brexit), legislation, governance and key actors; species measures (e.g. concerning persecution of birds of prey, strictly protected species, and species reintroductions); protected areas and networks; general conservation measures (e.g. development planning and biodiversity offsetting, marine spatial planning, peatland and coastal habitat restoration, forest expansion, rewilding, and climate change adaptation); nature conservation costs, economic benefits and funding sources; and biodiversity monitoring. Likely future developments are also identified, including potential divergence from EU nature legislation. Conclusions are drawn on what measures have been most effective and why, and what is needed to improve the implementation of existing measures and achieve future nature conservation goals.

  • Development and implementation of a centralized surveillance infection prevention program in a multi-facility health system: A quality improvement project

  • Graham M. Snyder, Suzanne Wagester, Patricia L. Harris, Abby L. Valek, Jacob C. Hodges, Andrew L. Bilderback, Fazrina Kader, Colleen A. Tanner, Amy P. Metzger, Susan E. DiNucci, Bonnie V. Colaianne, Ashley Chung, Rachel L. Zapf, Paula L. Kip, Tamra E. Minnier
  • Journal:
    Antimicrobial Stewardship & Healthcare Epidemiology / Volume 3 / Issue 1 / 2023
    Published online by Cambridge University Press:
    22 March 2023, e56
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  • Objective:

    To develop, implement, and evaluate the effectiveness of a unique centralized surveillance infection prevention (CSIP) program.

    Design:

    Observational quality improvement project.

    Setting:

    An integrated academic healthcare system.

    Intervention:

    The CSIP program comprises senior infection preventionists who are responsible for healthcare-associated infection (HAI) surveillance and reporting, allowing local infection preventionists (LIPs) a greater portion of their time to non-surveillance patient safety activities. Four CSIP team members accrued HAI responsibilities at 8 facilities.

    Methods:

    We evaluated the effectiveness of the CSIP program using 4 measures: recovery of LIP time, efficiency of surveillance activities by LIPs and CSIP staff, surveys characterizing LIP perception of their effectiveness in HAI reduction, and nursing leaders’ perception of LIP effectiveness.

    Results:

    The amount of time spent by LIP teams on HAI surveillance was highly variable, while CSIP time commitment and efficiency was steady. Post-CSIP implementation, 76.9% of LIPs agreed that they spend adequate time on inpatient units, compared to 15.4% pre-CSIP; LIPs also reported more time to allot to non-surveillance activities. Nursing leaders reported greater satisfaction with LIP involvement with HAI reduction practices.

    Conclusion:

    CSIP programs are a little-reported strategy to ease burden on LIPs with reallocation of HAI surveillance. The analyses presented here will aid health systems in anticipating the benefit of CSIP programs.

  • Calling Time on Oronsay: Revising Settlement Models Around the Mesolithic–Neolithic Transition in Western Scotland, New Evidence from Port Lobh, Colonsay

  • Nyree Finlay, Ruby Cerón-Carrasco, Rupert Housley, Jeremy Huggett, W. Graham Jardine, Susan Ramsay, Catherine Smith, Dene Wright, Julian Augley, Peter J. Wright
  • Journal:
    Proceedings of the Prehistoric Society / Volume 85 / December 2019
    Published online by Cambridge University Press:
    14 August 2019, pp. 83-114
    Print publication:
    December 2019
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  • For over 120 years, the shell middens of western Scotland and the series of open-air sites on Oronsay have been the focus of debate in European Mesolithic studies. This paper challenges the significance of Oronsay in light of results from the geophysical survey and test-excavation of a new limpet and periwinkle shell midden dated to the late 5th or start of the 4th millennium cal bc at Port Lobh, Colonsay that offers fresh evidence to re-evaluate critically the role of Oronsay and coastal resources in island settlement models ahead of the Mesolithic–Neolithic transition. Test excavations recovered a marine molluscan assemblage dominated by limpet and periwinkle shells together with crab, sea urchin, a fishbone assemblage composed mainly of Gadidae, some identifiable bird and mammal bone, carbonised macroplant remains, and pumice as well as a bipolar lithic assemblage and coarse stone implements. Novel seasonality studies of saithe otolith thin-sections suggest wintertime tidal fishing practices. At least two activity events may be discerned, dating from the late 5th millennium cal bc. The midden could represent a small number of rapidly deposited assemblages or maybe the result of stocastic events within a more extended timeframe. We argue that alternative research questions are needed to advance long-standing debates about seasonal inter-island mobility versus island sedentism that look beyond Oronsay to better understand later Mesolithic occupation patterns and the formation and date of Oronsay middens. We propose alternative methodological strategies to aid identification of contemporaneous sites using geophysical techniques and lithic technological signatures.

  • Not speaking the same language: 17-month-olds shift their perception of novel labels following brief exposure to non-native language

  • Valerie SAN JUAN, Carol LIN, Heather MACKENZIE, Suzanne CURTIN, Susan A. GRAHAM
  • Journal:
    Journal of Child Language / Volume 46 / Issue 3 / May 2019
    Published online by Cambridge University Press:
    21 December 2018, pp. 594-605

  • We examined if and when English-learning 17-month-olds would accommodate Japanese forms as labels for novel objects. In Experiment 1, infants (n = 22) who were habituated to Japanese word–object pairs looked longer at switched test pairs than familiar test pairs, suggesting that they had mapped Japanese word forms to objects. In Experiments 2 (n = 44) and 3 (n = 22), infants were presented with a spoken passage prior to habituation to assess whether experience with a different language would shift their perception of Japanese word forms. Here, infants did not demonstrate learning of Japanese word–object pairs. These findings offer insight into the flexibility of the developing perceptual system. That is, when there is no evidence to the contrary, 17-month-olds will accommodate forms that vary from their typical input but will efficiently constrain their perception when cued to the fact that they are not listening to their native language.

  • Facilitators of research registry enrollment and potential variation by race and gender

  • Crystal M. Glover, Christina Creel-Bulos, Lisa M. Patel, Scarlett Ellis During, Karen L. Graham, Yadira Montoya, Susan Frick, Judy Phillips, Raj C. Shah
  • Journal:
    Journal of Clinical and Translational Science / Volume 2 / Issue 4 / August 2018
    Published online by Cambridge University Press:
    27 November 2018, pp. 234-238
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  • Introduction

    Little is known about what motivates people to enroll in research registries. The purpose of this study is to identify facilitators of registry enrollment among diverse older adults.

    Methods

    Participants completed an 18-item Research Interest Assessment Tool. We used logistic regression analyses to examine responses across participants and by race and gender.

    Results

    Participants (N=374) were 58% black, 76% women, with a mean age of 68.2 years. All participants were motivated to maintain their memory while aging. Facilitators of registry enrolled varied by both race and gender. Notably, blacks (estimate=0.71, p<0.0001) and women (estimate=0.32, p=0.03) were more willing to enroll in the registry due to home visits compared with whites and men, respectively.

    Conclusions

    Researchers must consider participant desire for maintaining memory while aging and home visits when designing culturally tailored registries.

  • Incidence and prevalence of bacteriologically confirmed pulmonary tuberculosis among adolescents and young adults: a systematic review

  • Kathryn J. Snow, Lisa J. Nelson, Charalambos Sismanidis, Susan M. Sawyer, Stephen M. Graham
  • Journal:
    Epidemiology & Infection / Volume 146 / Issue 8 / June 2018
    Published online by Cambridge University Press:
    15 April 2018, pp. 946-953
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  • The burden of tuberculosis (TB) among adolescents and young adults in endemic settings is poorly characterised. This study aimed to review published and unpublished estimates of the incidence and prevalence of bacteriologically confirmed TB among young people aged 10–24 years. We searched PubMed and World Health Organization archives for publications and unpublished data from population-based epidemiologic studies reporting confirmed pulmonary TB among young people, conducted from January 2000 onwards. We identified 27 publications and unpublished data from two national surveys, representing a total of 26 studies in 19 countries. The prevalence of bacteriologically confirmed TB ranged from 45 to 799 per 100 000 in the Asia-Pacific region and from 160 to 462 per 100 000 in African settings. We did not identify any epidemiologic studies of confirmed TB among adolescents living with human immunodeficiency virus (HIV). Many studies were excluded due to absent or inadequately reported age-specific data. Adolescents and young adults living in many endemic settings appear to be at substantial risk of developing active TB. There is a pressing need to improve the routine reporting of age in epidemiologic studies of TB, and to generate high-quality epidemiologic data regarding TB among adolescents living with HIV.

  • Disfluencies signal reference to novel objects for adults but not children

  • Sarah J. OWENS, Justine M. THACKER, Susan A. GRAHAM
  • Journal:
    Journal of Child Language / Volume 45 / Issue 3 / May 2018
    Published online by Cambridge University Press:
    16 November 2017, pp. 581-609

  • Speech disfluencies can guide the ways in which listeners interpret spoken language. Here, we examined whether three-year-olds, five-year-olds, and adults use filled pauses to anticipate that a speaker is likely to refer to a novel object. Across three experiments, participants were presented with pairs of novel and familiar objects and heard a speaker refer to one of the objects using a fluent (“Look at the ball/lep!”) or disfluent (“Look at thee uh ball/lep!”) expression. The salience of the speaker's unfamiliarity with the novel referents, and the way in which the speaker referred to the novel referents (i.e., a noun vs. a description) varied across experiments. Three- and five-year-olds successfully identified familiar and novel targets, but only adults’ looking patterns reflected increased looks to novel objects in the presence of a disfluency. Together, these findings demonstrate that adults, but not young children, use filled pauses to anticipate reference to novel objects.

  • Chapter 7 - Self-regulated learning

    • By Patrick Griffin, University of Melbourne, Narelle English, Research Fellow, lecturer in assessment and doctoral candidate at the Assessment Research Centre, University of Melbourne., Nives Nibali, teacher and researcher currently working on a PhD and on the ‘Realising the Potential of Australia's High Capacity Students’ Project., Susan-Marie Harding, Research Fellow at the Assessment Research Centre, University of Melbourne., Lorraine Graham, Professor of Learning Intervention at the Melbourne Graduate School of Education, University of Melbourne.
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 141-160

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • define self-regulated learning (SRL)

  • • understand the importance of self-regulation for both teacher and student

  • • use evidence of learning to assess and support SRL strategies.

    • This chapter introduces the concept of student self-regulated learning (SRL). It is included in this book about assessment for teaching because the student must be part-teacher and part-student. It is also included because the rubrics written using the approach in this book complement students’ SRL skills by articulating the competencies they need to assess, monitor and reflect on in their learning. The teacher also has to be part-student. The role of the teacher is less of a transmitter and more of a co-facilitator. The teacher, using the approach of this book and understanding the elements of SRL presented in this chapter, can help the student to take a more active role in SRL. The student becomes dependent on self-assessment and on assessing peers in collaborative arrangements. Now the teacher has two roles: one in facilitating learning and the other in helping students understand the self-assessments that will govern the development of their SRL competency.

    Introduction

    In earlier chapters of this book we described assessment as the search for evidence of learning. In normal circumstances the search tends to be conducted or managed by the teacher. Student self-assessment may also be defined as students’ search for evidence of their own learning. But is it a search? Do students understand how to produce evidence of what they are learning? How do teachers and students work together to identify learning outcomes, the strategies that lead to those outcomes, and the evidence of having reached or attained those outcomes? Increasingly the role of the teacher is changing, from transmitter to more a facilitator of knowledge.

    In this book we emphasise the role of developmental teaching and learning and assessment as key in dealing with the phenomenon of SRL. Both the teacher and the student can follow the student's growth and development if the road map is clear. This is discussed extensively in Chapter 10. For now, we will focus on the ideas of developmental teaching and learning where both the teacher and the student need to understand the developmental pathway the student is following.

  • Pregnant women of South Asian ethnicity in Canada have substantially lower vitamin B12 status compared with pregnant women of European ethnicity

  • Theresa H. Schroder, Graham Sinclair, Andre Mattman, Benjamin Jung, Susan I. Barr, Hilary D. Vallance, Yvonne Lamers
  • Journal:
    British Journal of Nutrition / Volume 118 / Issue 6 / 28 September 2017
    Published online by Cambridge University Press:
    18 September 2017, pp. 454-462
    Print publication:
    28 September 2017
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  • Maternal vitamin B12 (B12) status has been inversely associated with adverse pregnancy outcomes and positively with fetal growth and infant development. South Asians, Canada’s largest ethnic minority, are prone to B12 deficiency. Yet, data are lacking on B12 status in South Asian pregnant women in North America. We sought to determine B12 status, using multiple biomarkers, in 1st and 2nd trimester pregnant women of South Asian and, for comparison, European ethnicity living in Vancouver, Canada. In this retrospective cohort study, total B12, holotranscobalamin (holoTC), methylmalonic acid (MMA), and total homocysteine concentrations were quantified in two routinely collected (mean gestational week: 11·5 (range 8·3–13·9) and 16·5 (range 14·9–20·9)), banked serum samples of 748 healthy pregnant South Asian (n 371) and European (n 377) women. South Asian pregnant women had significantly lower B12 status than European pregnant women at both time points, as indicated by lower serum total B12 and holoTC concentrations, and higher MMA concentrations (all P≤0·001). The largest difference, which was substantial (Cohen’s d≥0·5), was observed in mean serum total B12 concentrations (1st trimester: 189 (95 % CI 180, 199) v. 246 (95 % CI 236, 257) pmol/l; 2nd trimester: 176 (95 % CI 168, 185) v. 226 (95 % CI 216, 236) pmol/l). Further, South Asian ethnicity was a significant negative predictor of B12 status during pregnancy. South Asian women living in Vancouver have substantially lower B12 status during early pregnancy. Future research identifying predictors and health consequences of this observed difference is needed to allow for targeted interventions.

  • Consumer’s Guide to Regulatory Impact Analysis: Ten Tips for Being an Informed Policymaker

  • Susan Dudley, Richard Belzer, Glenn Blomquist, Timothy Brennan, Christopher Carrigan, Joseph Cordes, Louis A. Cox, Arthur Fraas, John Graham, George Gray, James Hammitt, Kerry Krutilla, Peter Linquiti, Randall Lutter, Brian Mannix, Stuart Shapiro, Anne Smith, W. Kip Viscusi, Richard Zerbe
  • Journal:
    Journal of Benefit-Cost Analysis / Volume 8 / Issue 2 / Summer 2017
    Published online by Cambridge University Press:
    27 July 2017, pp. 187-204
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  • Regulatory impact analyses (RIAs) weigh the benefits of regulations against the burdens they impose and are invaluable tools for informing decision makers. We offer 10 tips for nonspecialist policymakers and interested stakeholders who will be reading RIAs as consumers.

    1. 1. Core problem: Determine whether the RIA identifies the core problem (compelling public need) the regulation is intended to address.

    2. 2. Alternatives: Look for an objective, policy-neutral evaluation of the relative merits of reasonable alternatives.

    3. 3. Baseline: Check whether the RIA presents a reasonable “counterfactual” against which benefits and costs are measured.

    4. 4. Increments: Evaluate whether totals and averages obscure relevant distinctions and trade-offs.

    5. 5. Uncertainty: Recognize that all estimates involve uncertainty, and ask what effect key assumptions, data, and models have on those estimates.

    6. 6. Transparency: Look for transparency and objectivity of analytical inputs.

    7. 7. Benefits: Examine how projected benefits relate to stated objectives.

    8. 8. Costs: Understand what costs are included.

    9. 9. Distribution: Consider how benefits and costs are distributed.

    10. 10. Symmetrical treatment: Ensure that benefits and costs are presented symmetrically.

  • Costs of the police service and mental healthcare pathways experienced by individuals with enduring mental health needs

  • Margaret Heslin, Lynne Callaghan, Barbara Barrett, Susan Lea, Susan Eick, John Morgan, Mark Bolt, Graham Thornicroft, Diana Rose, Andrew Healey, Anita Patel
  • Journal:
    The British Journal of Psychiatry / Volume 210 / Issue 2 / February 2017
    Published online by Cambridge University Press:
    02 January 2018, pp. 157-164
    Print publication:
    February 2017
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  • Background

    Substantial policy, communication and operational gaps exist between mental health services and the police for individuals with enduring mental health needs.

    Aims

    To map and cost pathways through mental health and police services, and to model the cost impact of implementing key policy recommendations.

    Method

    Within a case-linkage study, we estimated 1-year individual-level healthcare and policing costs. Using decision modelling, we then estimated the potential impact on costs of three recommended service enhancements: street triage, Mental Health Act assessments for all Section 136 detainees and outreach custody link workers.

    Results

    Under current care, average 1-year mental health and police costs were £10 812 and £4552 per individual respectively (n = 55). The cost per police incident was £522. Models suggested that each service enhancement would alter per incident costs by between −8% and +6%.

    Conclusions

    Recommended enhancements to care pathways only marginally increase individual-level costs.

  • Words are not enough: how preschoolers’ integration of perspective and emotion informs their referential understanding*

  • SUSAN A. GRAHAM, VALERIE SAN JUAN, MELANIE KHU
  • Journal:
    Journal of Child Language / Volume 44 / Issue 3 / May 2017
    Published online by Cambridge University Press:
    07 November 2016, pp. 500-526

  • When linguistic information alone does not clarify a speaker's intended meaning, skilled communicators can draw on a variety of cues to infer communicative intent. In this paper, we review research examining the developmental emergence of preschoolers’ sensitivity to a communicative partner's perspective. We focus particularly on preschoolers’ tendency to use cues both within the communicative context (i.e. a speaker's visual access to information) and within the speech signal itself (i.e. emotional prosody) to make on-line inferences about communicative intent. Our review demonstrates that preschoolers’ ability to use visual and emotional cues of perspective to guide language interpretation is not uniform across tasks, is sometimes related to theory of mind and executive function skills, and, at certain points of development, is only revealed by implicit measures of language processing.

  • Infants' acceptance of phonotactically illegal word forms as object labels*

  • ENA VUKATANA, SUZANNE CURTIN, SUSAN A. GRAHAM
  • Journal:
    Journal of Child Language / Volume 43 / Issue 6 / November 2016
    Published online by Cambridge University Press:
    16 December 2015, pp. 1400-1411

  • We investigated 16- and 20-month-olds' flexibility in mapping phonotactically illegal words to objects. Using an associative word-learning task, infants were presented with a training phase that either highlighted or did not highlight the referential status of a novel label. Infants were then habituated to two novel objects, each paired with a phonotactically illegal Czech word. When referential cues were provided, 16-, but not 20-month-olds, formed word–object mappings. In the absence of referential cues, infants of both ages failed to map the novel words. These findings illustrate the complex interplay between infants' developing sound system and their word learning abilities.

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