Independent women in public life in Salisbury in the second half of the nineteenth century

This thesis examines the presence of independent women in the public life of a provincial cathedral city during the second half of the nineteenth century. In Victorian Salisbury women were running enterprises, promoting education for girls, applying publicly for employment, voting in municipal elections, and were participants in philanthropic and social organisations. They were members of the commercial and professional classes, and were a visible part of the life of the city. After an introduction, the 1852 local exhibition provides a framework for the economic, social, political and cultural characteristics of Salisbury. Spinsters, wives and widows were engaged in retail and other businesses. Most, though not all, were occupied in traditional 'female trades' but even so they established a public presence in the economy. Caring professions became an employment option, and women's roles within institutions such as schools and the Infirmary are investigated. Women who did not need to earn became involved in philanthropy, and also enjoyed pastimes that took them out of their homes. Some women expressed their independence in the political arena. In Salisbury this was done slowly and cautiously, but by the early 20th century women were elected poor law guardians, and were actively debating the issues surrounding women's suffrage. Census enumerators' books, the local newspaper, trade directories, and municipal and institutional records, with occasional personal and business material, are the sources used. Similar ones are available and accessible for other places; this work provides an exemplar from which to build a picture of English provincial society. The wives, widows, sisters and daughters of Victorian Salisbury were ordinary women; displaying the rich tapestry of their lives makes a significant contribution to local history scholarship

Clinical Educators’ Perceptions of Students Following a Simulation-Based Learning Program

Purpose: Clinical education is a key component of speech-language pathology university curriculum, whereby students have the opportunity to apply theoretical knowledge and practical skills learned in the classroom into a real workplace. However, more recently the availability of high quality, consistent clinical placements and learning experiences across the range of practice areas in the discipline is reducing. Therefore, alternative clinical learning opportunities that enable students to develop skills and competencies are being explored. Recently, replacing clinical time with a simulated learning program has been shown to achieve equivalent levels of clinical competency in speech pathology. However, it is unknown how simulation impacts on student learning in traditional clinical placements. Therefore, this research explored clinical educators’ perceptions of students undertaking clinical placements in their workplace immediately following a five-day simulation-based learning program related to the same area of practice. Method: Thirty-five clinical educators who supervised students in the workplace immediately after they completed the simulation program participated in semi-structured interviews. All interviews were transcribed verbatim and analyzed using qualitative methods described by Graneheim and Lundman (2004). Result: The analysis identified four key themes related to the impact of students in the workplace, simulation priming students for learning, the importance of the transition from simulation-based learning to the workplace, and the role of simulation in clinical education programs. Conclusion: The use of simulation to support student learning and develop clinical skills and competencies in adult speech pathology practice is supported by workplace clinical educators. However, results of this study suggest that the simulation program needs to be embedded within the curriculum and clinical education program to enhance transition between learning experiences and maximize benefits of learning experiences in real workplace contexts

“Same But Different”: The Role and Perceptions of the Simulation Clinical Educator

Simulated learning programs are an important component of allied health education. Although the role of simulation clinical educators has been highlighted as critical for student learning within simulation, their perceptions of their role have not yet been investigated. This study aimed to explore the experiences of simulation clinical educators. Participants were ten simulation clinical educators who had supported speech-language pathology students’ learning during a 5-day simulation program focussed on speech-language pathology practice with adult clients in acute hospital and rehabilitation settings. Educators participated in individual semi-structured interviews exploring their role and their perceptions of the simulation-based learning program. Data were analysed using inductive thematic analysis. Three inter-related themes emerged from participants’ views. The major theme of Unique teaching and learning environment incorporated five subthemes: focus on teaching; safe learning environment; authenticity and engagement; structure and intensity of learning, and; feedback opportunities. Two additional themes were identified: Clinical educator role same but different, and Simulation bridges the gap between theory and practice. This study offers new insights into simulation clinical educators’ perceptions of their role when supporting students within simulation and highlight the importance of harnessing the unique benefits of simulation as a teaching pedagogy to maximize its impacts on student learning and justify its costs

“That’s where I first saw the water…”:mobilizing children’s voices in UK flood risk management

This article reports on a project, led jointly by Lancaster University and Save the Children UK, that used mobile, creative, and performance-based methods to understand children’s experiences and perceptions of the 2013–2014 UK winter floods and to promote their voices in flood risk management. We argue that our action-based methodology situated the children as “flood actors” by focusing on their sensory experience of the floods and thus their embodied knowledge and expertise. The research activities of walking, talking, and taking photographs around the flooded landscape, as well as model making and the use of theater and performance, helped to “mobilize” the children not only to recall what they did during the floods but also to identify and communicate to policy makers and practitioners how we can all do things differently before, during, and after flooding

The archaeological potential of Wogan Cavern (Pembroke, UK):Results of the first fieldwork season

Funding Information: Acknowledgements Many thanks are due to numerous people for their help with our work on Wogan Cavern, including (but not limited to) Jon Williams and the staff at Pembroke Castle, Sian Williams, several colleagues at Dyfed Archaeological Trust, Mark Lewis and Eloise Chapman at Tenby Museum, and Louise Mees at Cadw. We are also grateful to the reviewers for a careful reading of this article and for providing some insightful comments, and to David Lowe, whose comments and advice benefitted the final version of the Paper. The work described here and that planned for the future is funded by the Natural History Museum’s Human Origins Research Fund, the BCRA’s CSTRF scheme, and the Prehistoric Society. ELJ acknowledges the Belspo-ICHIE project for funding her contribution to this research.Peer reviewedPublisher PD

Research funding for newborn health and stillbirths, 2011–20: a systematic analysis of levels and trends

Background: Worldwide, an estimated 4·4 million newborn deaths and stillbirths occurred in 2020, and 98% of these deaths occurred in low-income and middle-income countries (LMICs). We aimed to analyse new research grants for newborns and stillbirth awarded by major funders in 2019–20, and all research funding allocated to LMIC-based institutions in 2011–20. Methods: For this systematic analysis, we searched Dimensions, the world's largest research funding database, for grants relevant to neonatal and stillbirth research. Included grants were categorised by in-depth content analysis, with descriptive quantitative analyses by funder and recipient countries, research pipeline, topic, and year. Findings: Globally, in 2019–20, major funders awarded a mean annual total of US$577·1 million per year for newborn and stillbirth research (mean total of 550 grants per year).$166·3 million (28·8%) of $577·1 million was directed to small and vulnerable newborn research, but only$8·4 million (1·5%) was directed to stillbirth research. The majority of funding, $537·0 million (93·0$486·7 million, of which $73·1 million (15·0$12·0 million (2·5%) was allocated to stillbirth research. Most LMIC funding supported preclinical or observational studies ($236·8 million [48·7$486·7 million), with implementation research receiving only $13·9 million (2·9%). Interpretation: Although investment in research related to neonatal health and stillbirths has increased between 2011 and 2020, there are marked disparities in distribution geographically, between major causes of mortality, and among research pipeline types. Stillbirth research received minimal funding in both high-income countries and LMICs, despite a similar number of deaths compared with neonates. Direct investment in LMIC-led research, especially for implementation research, could accelerate the slow global progress on stillbirth prevention and newborn survival. Funding: None. Translations: For the French, German and Spanish translations of the abstract see Supplementary Materials section

A nationwide evaluation of bevacizumab-based treatments in pediatric low-grade glioma in the UK: safety, efficacy, visual morbidity, and outcomes

BACKGROUND: Bevacizumab is increasingly used in children with pediatric low-grade glioma (PLGG) despite limited evidence. A nationwide UK service evaluation was conducted to provide larger cohort "real life" safety and efficacy data including functional visual outcomes. METHODS: Children receiving bevacizumab-based treatments (BBT) for PLGG (2009-2020) from 11 centers were included. Standardized neuro-radiological (RANO-LGG) and visual (logMAR visual acuity) criteria were used to assess clinical-radiological correlation, survival outcomes and multivariate prognostic analysis. RESULTS: Eighty-eight children with PLGG received BBT either as 3rd line with irinotecan (85%) or alongside 1st/2nd line chemotherapies (15%). Toxicity was limited and minimal. Partial response (PR, 40%), stable disease (SD, 49%), and progressive disease (PD, 11%) were seen during BBT. However, 65% progressed at 8 months (median) from BBT cessation, leading to a radiology-based 3 yr-progression-free survival (PFS) of 29%. Diencephalic syndrome (P = .03) was associated with adverse PFS. Pre-existing visual morbidity included unilateral (25%) or bilateral (11%) blindness. Improvement (29%) or stabilization (49%) of visual acuity was achieved, more often in patients' best eyes. Vision deteriorated during BBT in 14 (22%), with 3-year visual-PFS of 53%; more often in patients' worst eyes. A superior visual outcome (P = .023) was seen in neurofibromatosis type 1-associated optic pathway glioma (OPG). Concordance between visual and radiological responses was 36%; optimized to 48% using only best eye responses. CONCLUSIONS: BBTs provide effective short-term PLGG control and delay further progression, with a better sustained visual (best > worst eye) than radiological response. Further research could optimize the role of BBT toward a potentially sight-saving strategy in OPG