Migrant workers in the East Midlands labour market 2010

This report is an update of previous intelligence (Migrant Workers in the East Midlands Labour Market 2007) on the profile and economic impact of migrant labour in the East Midlands economy

Oreoporanthera, a New Zealand "endemic" plant genus discovered in Tasmania

Recent collections near Mt Anne in southwestern Tasmania have extended the known range of the previously monotypic New Zealand endemic genus Oreoporanthera to this island. The Tasmanian plants differ from New Zealand's O. a/pina in a number of floral and vegetative characters and are considered to represent a new species 0. peta/ifera. Like O. a/pina, O. peta/ifera is found on calcareous montane outcrops and the two are clearly closely allied

In-work poverty in the East Midlands

Research that explores the nature and scale of in-work poverty in the East Midlands, using several established measures

Guidelines for the management of the foot health problems associated with rheumatoid arthritis

Background. Rheumatoid arthritis (RA) as a chronic systemic disease, commonly affects the feet, impacting negatively on patients' quality of life. Specialist podiatrists have a prime role to play in the assessment and management of foot and ankle problems within this patient group. However, it has been identified that in many areas there is no specialist podiatry service, with many patients being managed by non‐specialist podiatrists. Therefore, the North West Clinical Effectiveness Group for the Foot in Rheumatic Diseases (NWCEG) identified the need to develop ‘practitioner facing’ guidelines for the management of specific foot health problems associated with RA. Methods. Members of a guideline development group from the NWCEG each reviewed the evidence for specific aspects of the assessment and management of foot problems. Where evidence was lacking, ‘expert opinion’ was obtained from the members of the NWCEG and added as a consensus on current and best practice. An iterative approach was employed, with the results being reviewed and revised by all members of the group and external reviewers before the final guideline document was produced. Results. The management of specific foot problems (callus, nail pathology, ulceration) and the use of specific interventions (foot orthoses, footwear, patient education, steroid injection therapy) are detailed and standards in relation to each are provided. A diagrammatic screening pathway is presented, with the aim of guiding nonspecialist podiatrists through the complexity of assessing and managing those patients with problems requiring input from a specialist podiatrist and other members of the rheumatology multidisciplinary team. Conclusion. This pragmatic approach ensured that the guidelines were relevant and applicable to current practice as ‘best practice’, based on the available evidence from the literature and consensus expert opinion. These guidelines provide both specialist and non‐specialist podiatrists with the essential and ‘gold standard’ aspects of managing people with RA‐related foot problems

Acute effects of exercise on appetite, ad libitum energy intake and appetite-regulatory hormones in lean and overweight/obese men and women

Background: Acute exercise does not elicit compensatory changes in appetite parameters in lean individuals; however, less is known about responses in overweight individuals. This study compared the acute effects of moderate-intensity exercise on appetite, energy intake and appetite-regulatory hormones in lean and overweight/obese individuals. Methods: Forty-seven healthy lean (n=22, 11 females; mean (s.d.) 37.5 (15.2) years; 22.4 (1.5) kg m−2) and overweight/obese (n=25, 11 females; 45.0 (12.4) years, 29.2 (2.9) kg m−2) individuals completed two, 8 h trials (exercise and control). In the exercise trial, participants completed 60 min treadmill exercise (59 (4)% peak oxygen uptake) at 0–1 h and rested thereafter while participants rested throughout the control trial. Appetite ratings and concentrations of acylated ghrelin, peptide YY (PYY) and glucagon-like peptide-1 (GLP-1) were measured at predetermined intervals. Standardised meals were consumed at 1.5 and 4 h and an ad libitum buffet meal was provided at 7 h. Results: Exercise suppressed appetite (95% confidence interval (CI) −3.1 to −0.5 mm, P=0.01), and elevated delta PYY (95% CI 10 to 17 pg ml−1, P<0.001) and GLP-1 (95% CI 7 to 10 pmol l−1, P<0.001) concentrations. Delta acylated ghrelin concentrations (95% CI −5 to 3 pg ml−1, P=0.76) and ad libitum energy intake (95% CI −391 to 346 kJ, P=0.90) were similar between trials. Subjective and hormonal appetite parameters and ad libitum energy intake were similar between lean and overweight/obese individuals (Pgreater than or equal to0.27). The exercise-induced elevation in delta GLP-1 was greater in overweight/obese individuals (trial-by-group interaction P=0.01), whereas lean individuals exhibited a greater exercise-induced increase in delta PYY (trial-by-group interaction P<0.001). Conclusions: Acute moderate-intensity exercise transiently suppressed appetite and increased PYY and GLP-1 in the hours after exercise without stimulating compensatory changes in appetite in lean or overweight/obese individuals. These findings underscore the ability of exercise to induce a short-term energy deficit without any compensatory effects on appetite regardless of weight status

From Anxiety to Confidence: Exploring the Measurement of Statistics Confidence and its Relationship with Experience, Knowledge and Competence within Psychology Undergraduate Students

© The Author(s) 2018. Psychology students often feel anxious about learning statistics, which can impact their performance. However, little research has explored statistics confidence, which may be an important way to reduce the negative connotations of associating statistics with anxiety. We aimed to explore whether modifying an existing measure of statistics anxiety (the STARS scale) and reframing the questions so students rated their confidence instead, would be associated with competence, prior knowledge and experience. A total of 104 undergraduate students completed an online questionnaire comprising these measures. The factor structure of the STARS scale was predominantly maintained when wording was changed to measure confidence instead of anxiety. Confidence was related to experience and competence, but not knowledge. Two aspects of confidence (interpretation of statistics and exam confidence) plus initial experiences were significant predictors of competence. Confidence was a mediator of the relationship between experience and competence. These findings suggest statistics confidence can be measured in a similar way to anxiety, and highlight areas that could be addressed to increase competence. Future research is needed to explore the relationship between statistics anxiety and statistics confidence, as well as to determine their individual impact on performance in assessments

Two-loop RGEs with Dirac gaugino masses

The set of renormalisation group equations to two loop order for general supersymmetric theories broken by soft and supersoft operators is completed. As an example, the explicit expressions for the RGEs in a Dirac gaugino extension of the (N)MSSM are presented.Comment: 10 pages + 24 pages of RGEs in appendix; no figure

Helping students to climb the mountain: a study to inform the development of a resource to improve the learning of statistics in Psychology

Students often struggle with learning about statistics, which encompass a large proportion of a psychology degree. This pilot study explored how first- and final-year students reflected on their experiences of being taught this topic, in order to identify needs that could be addressed in a project to improve their learning. First-year students reported that they initially found their module challenging but that it became easier towards the end. Third year students recognised the importance of the topic but were not confident in their abilities. Most students reported anxiety about statistics. Although students were positive about practical classes, many felt that they could not easily remember the materials. The findings suggested three areas of focus to improve student learning. Firstly, diverse needs and levels of ability should be catered for. Secondly, students need help to go beyond surface learning and button clicking. Finally, low levels of engagement should be addressed. This work has informed a project to develop an online resource to address the above identified needs to enhance teaching of this important topic