Oral-Formulaic Research in Old English Studies: II

A member of the English department at the University of Denver, Alexandra Hennessey Olsen has written widely on Old and Middle English literature, particularly on their roots in oral tradition and in Latin literature

Oral-Formulaic Research in Old English Studies: I

The present study consists of nine sections, of which the first four appear in this issue. Section I, "Oral and Written," considers the questions of whether Old English poetry was composed orally or in writing and whether it was presented to a listening audience or to an audience of readers. It also examines questions of lay literacy during the Old English period and of the nature of the reaction of a listening audience to traditional poetry. Section II, "The Oral-Formulaic Theory," reviews the origin and development of the study of oral composition in Old English, including nineteenth-century Higher Criticism, the study of formulaic structure in Homeric and Serbo-Croatian epic, and the application of the oral-formulaic theory to Old English literature beginning with the work of Albert B. Lord and Francis P. Magoun, Jr. Section III, "The Formula," reviews definitions that have been proposed for the basic units of oral composition, the formula and the formulaic system, and treats metrics and the study of particular formulas and formulaic systems. Section IV, "Themes and Type-Scenes," studies the level of oral composition above the formula, discussing the definitions that have been proposed for the terms "theme" and "type-scene" and reviewing the literature that has identified and described various Old English themes and type-scenes.--Page 549.A medievalist and comparatist, Alexandra Hennessey Olsen (University of Denver) has been especially interested in the blend of Christian Latin learning and Germanic oral tradition that underlies Old English poetry. Her books on Guthlac of Croyland (1981) and Cynewulf (Speech, Song, and Poetic Craft, 1984) typify her approach

We want it to be a culture”: Children and young people’s perceptions of what underpins and undermines education-based wellbeing provision"

Background: Provision that aims to promote the social, emotional, and mental wellbeing of children and young people (including their mental health) is increasingly implemented in education settings. As researchers, policymakers, and practitioners explore the complexities of promotion and prevention provision in practice, it is critical that we include and amplify children and young people’s perspectives. In the current study, we explore children and young people’s perceptions of the values, conditions, foundations that underpin effective social, emotional, and mental wellbeing provision. Methods: We engaged in remote focus groups with 49 children and young people aged 6–17 years across diverse settings and backgrounds, using a storybook in which participants constructed wellbeing provision for a fictional setting. Analysis: Using reflexive thematic analysis, we constructed six main themes presenting participants’ perceptions: 1) recognising and facilitating the setting as a caring social community; 2) enabling wellbeing to be a central setting priority; 3) facilitating strong relationships with staff who understand and care about wellbeing; 4) engaging children and young people as active partners; 5) adapting to collective and individual needs; and 6) being discreet and sensitive to vulnerability. Conclusions: Our analysis presents a vision from children and young people of an integrated systems approach to wellbeing provision, with a relational, participatory culture in which wellbeing and student needs are prioritised. However, our participants identified a range of tensions that risk undermining efforts to promote wellbeing. Achieving children and young people’s vision for an integrated culture of wellbeing will require critical reflection and change to address the current challenges faced by education settings and staff.<br/

Osteoporosis in Canadian adult cystic fibrosis patients: A descriptive study

BACKGROUND: Cystic fibrosis is the most common fatal autosomal recessive genetic disease in the Caucasian population. Osteoporosis is increasingly being recognised as an important complication in people with cystic fibrosis. METHODS: A descriptive study of adult cystic fibrosis patients receiving care at a Canadian tertiary care hospital was conducted to evaluate the prevalence of osteoporosis, the prevalence of non-vertebral fractures, and the change in bone mineral density during the course of a year. Data on bone mineral density were obtained for 40 adult cystic fibrosis patients by reviewing dual x-ray absorptiometry scans taken at baseline (when annual scans became standard clinical practice) and one year prior to baseline. Data on prevalent fractures were obtained by reviewing all available patient charts. Clinical and laboratory data were collected from an existing clinic database. RESULTS: Over half of the 40 patients had reduced T- and Z-scores at baseline. For the 27 patients who had data available one year prior to baseline, total hip and lumbar spine bone mineral density had decreased by 3.04% and 0.86% after one year while total body bone mineral density had not changed significantly. Four prior non-vertebral fractures were reported in three patients (1,146 patient-years). CONCLUSION: This study confirms that osteoporosis is a significant problem in adult cystic fibrosis patients, and constitutes the first published evidence of cystic fibrosis bone disease in Canadians

Prevalence and Social Inequality in Youth Loneliness in the UK

From MDPI via Jisc Publications RouterHistory: accepted 2021-10-01, pub-electronic 2021-10-03Publication status: PublishedUsing data from the English arm of the Health Behaviour in School-aged Children (HBSC) study, we examined the prevalence of loneliness for school-aged adolescents and how it is linked to social inequalities. The HBSC study collects data from 11-, 13-, and 15-year-olds, and is repeated every four years, allowing the exploration of prevalence rates of loneliness pre COVID-19 pandemic for comparison. We also explored whether loneliness was associated with socio-economic status (SES) and linked to academic attainment and health complaints. The total sample was 14,077 from 156 schools in England. Findings revealed a stable prevalence rate of 8.2% for loneliness from 2006 to 2014. We also found, across all survey years, (1) those aged 15 years were significantly lonelier than younger peers, (2) those who reported lower SES were lonelier than their more well-off peers, and (3) higher loneliness was associated with being ‘”below average” academically and reporting more health complaints. Conclusions: These prevalence data enable researchers, policymakers, and others to make comparisons with prevalence rates during the COVID-19 pandemic to explore whether there have been increases in loneliness among school-aged adolescents. Loneliness was consistently related to social inequalities, suggesting that targeted interventions that include whole systems changes are needed

The Good Behaviour Game intervention to improve behavioural and other outcomes for children aged 7-8 years: A cluster RCT

Background. Universal, school-based behaviour management interventions can produce meaningful improvements in children’s behaviour and other outcomes. However, the UK evidence base for these remains limited. Objective. The objective of this trial was to investigate the impact, value for money and longer-term outcomes of the Good Behaviour Game. Study hypotheses centred on immediate impact (hypothesis 1); subgroup effects (at-risk boys, hypothesis 2); implementation effects (dosage, hypothesis 3); maintenance/sleeper effects (12- and 24-month post-intervention follow-ups, hypothesis 4); the temporal association between mental health and academic attainment (hypothesis 5); and the health economic impact of the Good Behaviour Game (hypothesis 6). Design. This was a two-group, parallel, cluster-randomised controlled trial. Primary schools (n = 77) were randomly assigned to implement the Good Behaviour Game for 2 years or continue their usual practice, after which there was a 2-year follow-up period. Setting. The trial was set in primary schools across 23 local authorities in England. Participants. Participants were children (n = 3084) aged 7–8 years attending participating schools. Intervention. The Good Behaviour Game is a universal behaviour management intervention. Its core components are classroom rules, team membership, monitoring behaviour and positive reinforcement. It is played alongside a normal classroom activity for a set time, during which children work in teams to win the game to access the agreed rewards. The Good Behaviour Game is a manualised intervention delivered by teachers who receive initial training and ongoing coaching. Main outcome measures. The measures were conduct problems (primary outcome; teacher-rated Strengths and Difficulties Questionnaire scores); emotional symptoms (teacher-rated Strengths and Difficulties Questionnaire scores); psychological well-being, peer and social support, bullying (i.e. social acceptance) and school environment (self-report Kidscreen survey results); and school absence and exclusion from school (measured using National Pupil Database records). Measures of academic attainment (reading, standardised tests), disruptive behaviour, concentration problems and prosocial behaviour (Teacher Observation of Child Adaptation Checklist scores) were also collected during the 2-year follow-up period. Results. There was no evidence that the Good Behaviour Game improved any outcomes (hypothesis 1). The only significant subgroup moderator effect identified was contrary to expectations: at-risk boys in Good Behaviour Game schools reported higher rates of bullying (hypothesis 2). The moderating effect of the amount of time spent playing the Good Behaviour Game was unclear; in the context of both moderate (≥ 1030 minutes over 2 years) and high (≥ 1348 minutes over 2 years) intervention compliance, there were significant reductions in children’s psychological well-being, but also significant reductions in their school absence (hypothesis 3). The only medium-term intervention effect was for peer and social support at 24 months, but this was in a negative direction (hypothesis 4). After disaggregating within- and between-individual effects, we found no temporal within-individual associations between children’s mental health and their academic attainment (hypothesis 5). Last, our cost–consequences analysis indicated that the Good Behaviour Game does not provide value for money (hypothesis 6). Limitations. Limitations included the post-test-only design for several secondary outcomes; suboptimal implementation dosage (mitigated by complier-average causal effect estimation); and moderate child-level attrition (18.5% for the primary outcome analysis), particularly in the post-trial follow-up period (mitigated by the use of full information maximum likelihood procedures). Future work. Questions remain regarding programme differentiation (e.g. how distinct is the Good Behaviour Game from existing behaviour management practices, and does this makes a difference in terms of its impact?) and if the Good Behaviour Game is impactful when combined with a complementary preventative intervention (as has been the case in several earlier trials). Conclusion. The Good Behaviour Game cannot be recommended based on the findings reported here

Longitudinal analysis of vertebral fracture and BMD in a Canadian cohort of adult cystic fibrosis patients

<p>Abstract</p> <p>Background</p> <p>Vertebral fractures in patients with cystic fibrosis (CF) may contribute to an accelerated decline in lung function and can be a contraindication to lung transplantation. In this study, we examined longitudinal change in bone mineral density (BMD) and the prevalence of vertebral fractures in adult CF patients, without lung-transplant, attending a Canadian specialty clinic.</p> <p>Methods</p> <p>Retrospective chart review of all patients attending an Adult Cystic Fibrosis Clinic at Hamilton Health Sciences in Hamilton, Canada. Forty-nine of 56 adults met inclusion criteria. Chest radiographs were graded by consensus approach using Genant's semi-quantitative method to identify and grade fractured vertebrae. Dual x-ray absorptiometry (DXA) scans were also reviewed.</p> <p>Results</p> <p>The mean age of the cohort was 25.2 years (SD 9.4), 43% were male. The mean body mass index (BMI) was 19.8 (2.8) for males and 21.7 (5.1) for females. At baseline, the rate of at least one vertebral fracture was 16.3%; rising to 21.3% (prevalent and incident) after a 3-year follow-up. The mean BMD T-or Z-scores at baseline were -0.80 (SD 1.1) at the lumbar spine, -0.57 (SD 0.97) at the proximal femur, and -0.71 (SD 1.1) at the whole body. Over approximately 4-years, the mean percent change in BMD was -1.93% at the proximal femur and -0.73% at the lumbar spine.</p> <p>Conclusion</p> <p>Approximately one in five CF patients demonstrated at least one or more vertebral fractures. Moderate declines in BMD were observed. Given the high rate of vertebral fractures noted in this cohort of adult CF patients, and the negative impact they have on compromised lung functioning, regular screening for vertebral fractures should be considered on routine chest radiographs.</p

Australasia

Observed changes and impacts Ongoing climate trends have exacerbated many extreme events (very high confidence). The Australian trends include further warming and sea level rise sea level rise (SLR), with more hot days and heatwaves, less snow, more rainfall in the north, less April–October rainfall in the southwest and southeast and more extreme fire weather days in the south and east. The New Zealand trends include further warming and sea level rise (SLR), more hot days and heatwaves, less snow, more rainfall in the south, less rainfall in the north and more extreme fire weather in the east. There have been fewer tropical cyclones and cold days in the region. Extreme events include Australia’s hottest and driest year in 2019 with a record-breaking number of days over 39°C, New Zealand’s hottest year in 2016, three widespread marine heatwaves during 2016–2020, Category 4 Cyclone Debbie in 2017, seven major hailstorms over eastern Australia and two over New Zealand from 2014–2020, three major floods in eastern Australia and three over New Zealand during 2019–2021 and major fires in southern and eastern Australia during 2019–2020