COVID-19 Metaphors in Philippine Online News Articles

This study aimed to determine the COVID-19 metaphors in Philippine online news articles. The researchers formulated two main questions in this study: (1) What metaphors are used in online news articles during COVID-19? (2) What are the function and types of these metaphors used in online news articles during COVID-19? To answer the research question, the researchers utilized a qualitative design. A corpus of five news organizations published from March 2020 to February 2021 was gathered to evaluate the metaphors used in online news articles. The needed data was analyzed and extracted using AntConc and the frameworks Critical Metaphor analysis by Charetris-Black (2004) and the Schema Theory by Frederic Bartlett (1932). The study substantiates that “COVID-19: A pandemic of neglect” and ‘COVID-19 is an Enemy” are extremely used in the Philippine online news article. Albeit, other metaphors are also used, such as COVID-19 is Fresh, COVID-19 is a Challenge, and COVID-19 is Contagious and Widespread. The findings also reveal that the metaphors used in online news articles reflect the types of structural metaphor and function as cognitive function. Furthermore, the used metaphors prove that news writers are straightforward in delivering COVID-19 news primarily on the governments handling the pandemic.

Coordination of Different Ligands to Copper(II) and Cobalt(III) Metal Centers Enhances Zika Virus and Dengue Virus Loads in Both Arthropod Cells and Human Keratinocytes

Trace elements such as copper and cobalt have been associated with virus-host interactions. However, studies to show the effect of conjugation of copper(II) or cobalt(III) metal centers to thiosemicarbazone ligand(s) derived from either food additives or mosquito repellent such as 2-acetylethiazole or citral, respectively, on Zika virus (ZIKV) or dengue virus (serotype 2; DENV2) infections have not been explored. In this study, we show that four compounds comprising of thiosemicarbazone ligand derived from 2-acetylethiazole viz., (E)-N-ethyl-2-[1-(thiazol-2-yl)ethylidene]hydrazinecarbothioamide (acetylethTSC) (compound 1), a copper(II) complex with acetylethTSC as a ligand (compound 2), a thiosemicarbazone ligand-derived from citral (compound 3) and a cobalt(III) complex with a citral-thiosemicarbazone ligand (compound 4) increased DENV2 and ZIKV replication in both mosquito C6/36 cells and human keratinocytes (HaCaT cells). Treatment of both cell lines with compounds 2 or 4 showed increased dengue viral titers at all three tested doses. Enhanced dengue viral plaque formation was also noted at the tested dose of 100 μM, suggesting higher production of infectious viral particles. Treatment with the compounds 2 or 4 enhanced ZIKV and DENV2 RNA levels in HeLa cell line and primary cultures of mouse bone marrow derived dendritic cells. Also, pre- or post treatments with conjugated compounds 2 or 4 showed higher loads of ZIKV or DENV2 envelope (E) protein in HaCaT cells. No changes in loads of E-protein were found in ZIKV-infected C6/36 cells, when compounds were treated after infection. In addition, we tested bis(1,10-phenanthroline)copper(II) chloride ([Cu(phen)2]Cl2, (compound 5) and tris(1,10-phenanthroline)cobalt(III) chloride ([Co(phen)3]Cl3, (compound 6) that also showed enhanced DENV2 loads. Also, we found that copper(II) chloride dehydrate (CuCl2·2H2O) or cobalt(II) chloride hexahydrate (CoCl2·6H2O) alone had no effects as “free” cations. Taken together, these findings suggest that use of Cu(II) or Co(III) conjugation to organic compounds, in insect repellents and/or food additives could enhance DENV2/ZIKV loads in human cells and perhaps induce pathogenesis in infected individuals or individuals pre-exposed to such conjugated complexes. Importance Mosquito-borne diseases are of great concern to the mankind. Use of chemicals/repellents against mosquito bites and transmission of microbes has been the topic of interest for many years. Here, we show that thiosemicarbazone ligand(s) derived from 2-acetylethiazole or citral or 1,10-phenanthroline upon conjugation with copper(II) or cobalt(III) metal centers enhances dengue virus (serotype 2; DENV2) and/or Zika virus (ZIKV) infections in mosquito, mouse and human cells. Enhanced ZIKV/DENV2 capsid mRNA or envelope protein loads were evident in mosquito cells and human keratinocytes, when treated with compounds before/after infections. Also, treatment with copper(II) or cobalt(III) conjugated compounds increased viral titers and number of plaque formations. These studies suggest that conjugation of compounds in repellents/essential oils/natural products/food additives with copper(II) or cobalt(III) metal centers may not be safe, especially in tropical and subtropical places, where several dengue infection cases and deaths are reported annually or in places with increased ZIKV caused microcephaly. © 2017 Elsevier B.V. All rights reserved

Evaluating a strategy to assist undergraduate healthcare students to gain insights into the value of interprofessional education experiences from recently qualified healthcare professionals

This mini project has been funded by The Higher Education Academy: Health Sciences and Practice (January 2010 - July 2011).LondonNumerous studies have highlighted the complexity of preparing undergraduate healthcare professional for interprofessional practice (Reeves, et all 2007). A significant challenge is one of perceived relevance of undergraduates in relating interprofessional education experiences to the realities of practice (Johnson 2005). Longitudinal survey indicate the importance of the readiness of different groups of students to learn (Coster et al 2008). Thus if student s can gain insights into the purpose and application of interprofessional education to their future practice from those who have recently gone before they may be more willing to engage with such learning opportunities. This exploratory pilot study aimed to evaluate a strategy designed to assist undergraduate healthcare students to gain insights from recently qualified healthcare professionals into the value of pre-registration Interprofessional Education (IPE) experiences. The secondary aims of the study were to enable participating undergraduate healthcare students develop research skills and to examine how the views from the healthcare professionals could inform the development of pre-registration IPE.sch_phyArmitage, H., Connolly, J. and Pitt, R. 2008. Developing sustainable models of interprofessional learning in practice - The TUILIP project. Nurse Education in Practice, 8, p. 276-282. Ateah, C.A., Snow, W., Wener, P., MacDonald, L., Metge, C., Davis, P., Fricke, M., Ludwig, S. and Anderson, J. 2011. Stereotyping as a barrier to collaboration: Does interprofessional education make a difference? Nurse Education Today, 31, p.208-213. Atherton, J. S. 2009. Learning and Teaching; About the site [online] Available: http://www.learningandteaching.info/learning/whatlearn.htm [Accessed: 26 May 2011] Barr, H. 2009. Interprofessional education as an emerging concept. In: Bluteau, P. and Jackson, A. eds. Interprofessional education: making it happen. Basingstoke: Palgrave Macmillan: 3-36. Boyatzis, R.E. 1998. Transforming qualitative information: thematic analysis and code development. Sage, Thousand Oaks, CA. Bristol Royal Infirmary Inquiry. 2001. Learning from Bristol: The Report of the Public Inquiry into Children's Heart Surgery at the Bristol Royal Infirmary 1984-1995. The Stationary Office, London. Bryman, A. 2001. Social research methods. Oxford University Press, Oxford. CAIPE 1997. Interprofessional education - a definition. CAIPE Bulletin, 13, 19. Clouder, L. 2003. Becoming professional: exploring the complexities of professional socialization in health and social care. Learning in Health and Social Care, 2 (4) p.213-222. 55 Coster, S., Norman, I., Murrells, T., Kitchen, S., Meerabeau, E., Sooboodoo, E and d'Avray, L. 2008. Interprofessional attitudes amongst undergraduate students in the health professions: A longitudinal questionnaire survey. International Journal of Nursing Studies. 45, (11), p.1667-1681. Craddock, D. 2010. Students' attitudes towards interprofessional education across professional groups: Lessons learnt from a national study. In, 2nd International Interprofessional Health and Social Care Conference, Manchester, GB, 06 - 07 Jul 2010..Available from: http://eprints.soton.ac.uk/165533/ [Accessed 1st December 2010] Curran, V.R., Sharpe, D., Forristall, J. and Flynn, K. 2008. Attitudes of health sciences students towards interprofessional teamwork and education. Learning in Health and Social Care, 7 (3), p.146-156. Davies, K., Harrison, D.L., Clouder, D.C., Gilchrist, M., McFarland, L. and Earland, J. 2011. Making the transition from physiotherapy student to interprofessional team member. Physiotherapy, 97: 139-144. Department of Health 2001. Investment and reform for NHS staff - taking forward the NHS plan. London: Department of Health. Denzin, N.K. and Lincoln, Y.S. 1998. The landscape of qualitative research - theories and issues. Sage Publications, London. Earland, J., Gilchrist, M., McFarland, L. and Harrison, K. 2011. Dietetics students' perceptions and experiences of interprofessional education. The Journal of Human Nutrition and Dietetics, 24, p.135-143. Forte, A. and Fowler, P. 2009. Participation in interprofessional education: An evaluation of student and staff experiences. Journal of Interprofessional Care, 23 (1), p.58-66. Freeth, D. Reeves, D., Koppel, I., Hammick, M. and Barr. H. 2005. Evaluating Interprofessional Education: A Self-Help Guide: Occasional Paper no. 5. Higher Education Academy: Health Sciences and Practice Network. 56 Gibson, M., Diack, L. Healey, T., Bond, C. and McKenzie, H. 2008. The Aberdeen Interprofessional Health and Social Care Education Initiative - Final Report to the Scottish Government. The Robert Gordon University, Aberdeen and University of Aberdeen. Available from: http://www.caipe.org.uk/resources/ [Accessed 5th January 2011] GMC 2009. Medical students: professional values and fitness to practice. General Medical Council. Hammick, M., Freeth, D., Koppel, I., Reeves, S. and Barr, H. 2007. A best evidence systematic review of interprofessional education: BEME Guide no.9. Medical Teacher, 29: 735-751. Hoffman, S.J., Rosenfield, D., and Naismith, L. 2009. .What attracts students to interprofessional education and other health care reform initiatives? Journal of Allied Health, 38(3), p.e75-e78. Hoffman, S.J., Rosenfield, D., Gilbert, J.H. and Oandasan, I.F. 2008. .Student leadership in interprofessional education: benefits, challenges and implications for educators, researchers and policymakers. Medical Education, 42(7), p.654-61. House of Commons Health Committee (2003) The Veronica Climbi Inquiry Report; Sixth Report of Session 2002-3. Available online: http://www.publications.parliament.uk/pa/cm200203/cmselect/cmhealth/570/570.pdf [Accessed 11th August 2010] HPC. 2008. Standards of conduct, performance and ethics. Health Professional Council. Hylin, U., Lonka, K. and Ponzer, S. 2011. Students' approaches to learning in clinical interprofessional context. Medical Teacher, 33: e204-210. Jarvis, P., Holford, J. and Griffin, C. 1998. The theory and practice of learning. London: Kogan Page. 57 Jasper, M. 2003. Foundations in nursing and health care: beginning reflective practice. Cheltenham: Nelson Thornes Ltd. Johnson, R. 2005. Exploring students' views of interprofessional education: 1 year on. International Journal of Therapy and Rehabilitation, 12 (5), p.215-221. Langton, H. 2009. Interprofessional education in Higher Education Institutions: models, pedagogies and realities. In: Bluteau, P. and Jackson, A. (eds) Interprofessional education: making it happen. Basingstoke: Palgrave Macmillan: 37-58. Mackay, D.J. 2002. Interprofessional education: An action learning approach to the development and evaluation of a pilot project at undergraduate level. PhD Thesis. University of Salford. Available from: http://usir.salford.ac.uk/2037/ [Accessed 15th January 2011] NMC 2008. The code: standards of conduct, performance and ethics for nurses and midwives. Nursing and Midwifery Council. Oandasan, I.O., Reeves, S. 2005. Key elements for interprofessional education, part 2: factors, processes, outcomes. Journal of Interprofessional Care, 19 (S1), p.39-48. O'Halloran, C., Hean, S., Humphries, D. and Macleod-Clark, J. 2006. Developing common learning: The New Generation Project undergraduate curriculum model. Journal of Interprofessional Care, 20, p.12-28. Olenick, M., Ryan Allen, L. and Smego, R.A. Jr. 2010. Interprofessional education: a concept analysis. Advances in Medical Education and Practice, 1: 75-84. Petticrew, M. and Roberts, H. 2006. Systematic reviews in the social sciences: a practical guide. Oxford: Blackwell Publishing. Pollard, K. 2009. Student engagement in interprofessional working in practice placement settings. Journal of Clinical Nursing, 18, p.2846-2856. 58 Pollard, K., Rickaby, C. and Miers, M. 2008. Evaluating student learning in an interprofessional curriculum: the relevance of pre-qualifying inter-professional education for future professional practice. Project Report. Health Sciences and Practice, The Higher Education Academy. Available online at: https://eprints.uwe.ac.uk/7240/ [Accessed: 25th June 2010] Pollard, K.C. and Miers, M.E. 2008. From students to professionals: Results of a longitudinal study of attitudes to pre-qualifying collaborative learning and working in health and social care in the United Kingdom. Journal of Interprofessional Care, 22 (4), p.399-416. Pollard, K.C., Miers, M.E., Gilchrist, M, and Sayers, A. 2006. A comparison of interprofessional perceptions and working relationships among health and social care students: the results of a 3-year intervention. Health and Social Care in the Community, 14 (6), p.541-552. Quality Assurance Agency (QAA) 2010. Statement of common purpose for subject benchmark statements for the health and social care professions. Available from: http://www.qaa.ac.uk/academicinfrastructure/benchmark/health/StatementofCommonPurpose06.pdf [Accessed 15 April 2011] Reeves and Freeth, 2002. The London Training ward: an innovative interprofessional learning initiative. Journal of Interprofessional Care, 16 (1), p41-52. Reeves, S., Goldman, J., Gilbert, J., Tepper, J., Silver, I., Suter, E and Zwarenstein, M. 2011. A scoping review to improve conceptual clarity of interprofessional interventions. Journal of Interprofessional Care, 25: 167-174. Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Hammick, M. and Koppel, I. 2008. Interprofessional education: effects on professional practice and health care outcomes. Cochrane Database of Systematic Reviews, Issue 1. Art. No.: CD002213. [DOI: 10.1002/14651858.CD002213.pub2.]. Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Koppel, I. and Hammick, M. 2010. The effectiveness of interprofessional education: Key findings from a new systematic review. Journal of Interprofessional Care, 24(3), p.230-241. 59 Remington, T.L., Foulk, M.A. and Williams, B.C. 2006. Evaluation of Evidence for Interprofessional Education. American Journal of Pharmaceutical Education, 70 (3) Article 66. Robson, M. and Kitchen, S.S. 2007. Exploring physiotherapy students' experiences of interprofessional collaboration in the clinical setting: A critical incident study. Journal of Interprofessional Care, 21 (1) p.95-109. Rosenfield, D., Oandasan, I. and Reeves, S. 2011. Perceptions versus reality: a qualitative study of students' expectations and experiences of interprofessional education. Medical Education, 45: 471-477. Santy, J., Beadle, M. and Needham, Y. 2009. Using an online case conference to facilitate interprofessional learning. Nurse Education in Practice, 9, p.383-387. Scottish Government 2007. Better health, better care: planning tomorrow's workforce today. Scottish Government. Silverman, D. 1993. Interpreting qualitative data: methods for analysing talk, text and interaction. Sage, London. Strauss, A. and Corbin, J. 1998. Basics of qualitative research: techniques and procedures for developing grounded theory. Sage, London. The Combined Universities Interprofessional Learning Unit. 2005. Combined Universities Interprofessional Learning Unit: Final Report. Available from: www.sheffield.ac.uk/cuilu [Accessed 27th March 2010] The Lord Laming Report. 2009. The Protection of Children in England: A Progress Report. London: The Stationary Office. Available from: http://news.bbc.co.uk/1/shared/bsp/hi/pdfs/12_03_09_children.pdf. [Accessed: November 2010] Thompson, C. 2010 Do interprofessional education and problem based learning work together? The Clinical Teacher, 7, p.197-201. 60 WHO 2010. Framework for Action on Interprofessional Education and Collaborative Practice. World Health Organisation. WHO Study Group on Interprofessional Education and Collaborative Practice. 2008. Interprofessional Education and Collaborative Practice Glossary. Available from: http://cihc.wikispaces.com/Interprofessional+Glossary [Accessed: 5th August 2010]pub2875pu

Why do women invest in pre-pregnancy health and care? A qualitative investigation with women attending maternity services

Background Despite the importance attributed to good pre-pregnancy care and its potential to improve pregnancy and child health outcomes, relatively little is known about why women invest in pre-pregnancy health and care. We sought to gain insight into why women invested in pre-pregnancy health and care. Methods We carried out 20 qualitative in-depth interviews with pregnant or recently pregnant women who were drawn from a survey of antenatal clinic attendees in London, UK. Interviewees were purposively sampled to include high and low investors in pre-pregnancy health and care, with variation in age, partnership status, ethnicity and pre-existing medical conditions. Data analysis was conducted using the Framework method. Results We identified three groups in relation to pre-pregnancy health and care: 1) The “prepared” group, who had high levels of pregnancy planning and mostly positive attitudes to micronutrient supplementation outside of pregnancy, carried out pre-pregnancy activities such as taking folic acid and making changes to diet and lifestyle. 2) The “poor knowledge” group, who also had high levels of pregnancy planning, did not carry out pre-pregnancy activities and described themselves as having poor knowledge. Elsewhere in their interviews they expressed a strong dislike of micronutrient supplementation. 3) The “absent pre-pregnancy period” group, had the lowest levels of pregnancy planning and also expressed anti-supplement views. Even discussing the pre-pregnancy period with this group was difficult as responses to questions quickly shifted to focus on pregnancy itself. Knowledge of folic acid was poor in all groups. Conclusion Different pre-pregnancy care approaches are likely to be needed for each of the groups. Among the “prepared” group, who were proactive and receptive to health messages, greater availability of information and better response from health professionals could improve the range of pre-pregnancy activities carried out. Among the “poor knowledge” group, better response from health professionals might yield greater uptake of pre-pregnancy information. A different, general health strategy might be more appropriate for the “absent pre-pregnancy period” group. The fact that general attitudes to micronutrient supplementation were closely related to whether or not women invested in pre-pregnancy health and care was an unanticipated finding and warrants further investigation.This report is independent research commissioned and funded by the Department of Health Policy Research Programme Pre-Pregnancy Health and Care in England: Exploring Implementation and Public Health Impact, 006/0068

The Back Pain Consortium (BACPAC) Research Program Data Harmonization: Rationale for Data Elements and Standards

ObjectiveOne aim of the Back Pain Consortium (BACPAC) Research Program is to develop an integrated model of chronic low back pain that is informed by combined data from translational research and clinical trials. We describe efforts to maximize data harmonization and accessibility to facilitate Consortium-wide analyses.MethodsConsortium-wide working groups established harmonized data elements to be collected in all studies and developed standards for tabular and nontabular data (eg, imaging and omics). The BACPAC Data Portal was developed to facilitate research collaboration across the Consortium.ResultsClinical experts developed the BACPAC Minimum Dataset with required domains and outcome measures to be collected by use of questionnaires across projects. Other nonrequired domain-specific measures are collected by multiple studies. To optimize cross-study analyses, a modified data standard was developed on the basis of the Clinical Data Interchange Standards Consortium Study Data Tabulation Model to harmonize data structures and facilitate integration of baseline characteristics, participant-reported outcomes, chronic low back pain treatments, clinical exam, functional performance, psychosocial characteristics, quantitative sensory testing, imaging, and biomechanical data. Standards to accommodate the unique features of chronic low back pain data were adopted. Research units submit standardized study data to the BACPAC Data Portal, developed as a secure cloud-based central data repository and computing infrastructure for researchers to access and conduct analyses on data collected by or acquired for BACPAC.ConclusionsBACPAC harmonization efforts and data standards serve as an innovative model for data integration that could be used as a framework for other consortia with multiple, decentralized research programs

Referrals from community optometrists to the hospital eye service in Scotland and England

Objectives: This audit assesses communication between community optometrists (COs) and hospital eye service (HES) in Scotland and England. Methods: Optometric referrals and replies were extracted from six practices in Scotland and England. If no reply was found, replies/records were copied from HES records. De-identified referrals, replies and records were audited against established standards, evaluating whether referrals were necessary, accurate and directed to the appropriate professional. The referral rate (RR) and referral reply rate (RRR) were calculated. Results: From 905 de-identified referrals, RR ranged from 2.6 to 8.7%. From COs’ perspective, the proportion of referrals for which they received replies ranged from 37 to 84% (Scotland) and 26 to 49% (England). A total of 88–96% of referrals (Scotland) and 63–76% (England) were seen in the HES. Adjusting for cases when it is reasonable to expect replies, RRR becomes 45–92% (Scotland) and 38–62% (England) with RRR significantly greater in Scotland (P = 0.015). Replies were copied to patients in 0–21% of cases. Referrals were to the appropriate service and judged necessary in ≥90% of cases in both jurisdictions. Accuracy of referral ranged from 89 to 97% (Scotland) and 81 to 98% (England). The reply addressed the reason for referral in 94–100% of cases (Scotland) and 93–97% (England) and was meaningful in 95–100% (Scotland) and 94–99% (England). Conclusions: Despite the interdisciplinary joint statement on sharing patient information, this audit highlights variable standard of referrals and deficits in replies to the referring COs, with one exception in Scotland. Replies from HES to COs are important for patient care, benefitting patients and clinicians and minimising unnecessary HES appointments

Referrals from community optometrists to the hospital eye service in Scotland and England

OBJECTIVES: This audit assesses communication between community optometrists (COs) and hospital eye service (HES) in Scotland and England. METHODS: Optometric referrals and replies were extracted from six practices in Scotland and England. If no reply was found, replies/records were copied from HES records. De-identified referrals, replies and records were audited against established standards, evaluating whether referrals were necessary, accurate and directed to the appropriate professional. The referral rate (RR) and referral reply rate (RRR) were calculated. RESULTS: From 905 de-identified referrals, RR ranged from 2.6 to 8.7%. From COs' perspective, the proportion of referrals for which they received replies ranged from 37 to 84% (Scotland) and 26 to 49% (England). A total of 88-96% of referrals (Scotland) and 63-76% (England) were seen in the HES. Adjusting for cases when it is reasonable to expect replies, RRR becomes 45-92% (Scotland) and 38-62% (England) with RRR significantly greater in Scotland (P = 0.015). Replies were copied to patients in 0-21% of cases. Referrals were to the appropriate service and judged necessary in ≥90% of cases in both jurisdictions. Accuracy of referral ranged from 89 to 97% (Scotland) and 81 to 98% (England). The reply addressed the reason for referral in 94-100% of cases (Scotland) and 93-97% (England) and was meaningful in 95-100% (Scotland) and 94-99% (England). CONCLUSIONS: Despite the interdisciplinary joint statement on sharing patient information, this audit highlights variable standard of referrals and deficits in replies to the referring COs, with one exception in Scotland. Replies from HES to COs are important for patient care, benefitting patients and clinicians and minimising unnecessary HES appointments

Two cultures, one identity: formulations of Australian Isma'ili Muslim identity

The Shi'a Imami Nizari Isma'ili Muslims have often been considered the "poster child" for pluralistic integration (Cayo 2008). This ethos has been inculcated within members of the community, with its adherents seeing themselves as a diverse and multi-ethnic collective. Nevertheless, despite this purported pluralism, social research on the Isma'ilis has primarily focused on the diasporic and post-diasporic migrant communities of South Asian descent, the 'first and second-generation immigrants,' in the Euro-American context (Mukadam and Mawani 2006, 2009; Nanji 1983, 1986). The experiences of co-religionists in other contexts have often been neglected. This study examines how members of the self-described geographically and socially isolated Isma'ili community in Australia construct their identity vis-à-vis the larger, global, Isma'ili community, and how they have responded to the potential of identity threat given the arrival of another group of Isma’ilis with a differing migratory history integrating into the extant community. Using the approach of identity process theory, this study examines how salient features of identity are constructed amongst the Australian Isma'ilis, how religion and identity take on multiple meanings within the Australian Isma'ili context, and, finally, sheds light on the self-sufficiency of this community despite geographic and social isolation

DrosoPhyla: Resources for Drosophilid Phylogeny and Systematics.

The vinegar fly Drosophila melanogaster is a pivotal model for invertebrate development, genetics, physiology, neuroscience, and disease. The whole family Drosophilidae, which contains over 4,400 species, offers a plethora of cases for comparative and evolutionary studies. Despite a long history of phylogenetic inference, many relationships remain unresolved among the genera, subgenera, and species groups in the Drosophilidae. To clarify these relationships, we first developed a set of new genomic markers and assembled a multilocus data set of 17 genes from 704 species of Drosophilidae. We then inferred a species tree with highly supported groups for this family. Additionally, we were able to determine the phylogenetic position of some previously unplaced species. These results establish a new framework for investigating the evolution of traits in fruit flies, as well as valuable resources for systematics

Understanding the consumption of folic acid during preconception, among Pakistani, Bangladeshi and white British mothers in Luton, UK: a qualitative study

Background To review the similarities and differences in Pakistani, Bangladeshi and White British mothers health beliefs (attitudes, knowledge and perceptions) and health behaviour regarding their consumption of folic acid pre-conception, to reduce the risk of neural tube defects. Methods Our study used a descriptive qualitative research approach, implementing face-to-face focus group discussions with Pakistani, Bangladeshi or White British mothers (normal birth outcomes and mothers with poor birth outcomes) and semi-structured interviews or focus groups with service providers using semi-structured topic guides. This method is well suited for under researched areas where in-depth information is sought. There were three sample groups: 1. Pakistani, Bangladeshi and White British mothers with normal birth outcomes (delivery after 37 weeks of gestation, in the preceding 6 to 24 months, weighing 2500 g and living within a specified postcode area in Luton, UK). 2. Pakistani Bangladeshi and white British bereaved mothers who had suffered a perinatal mortality (preceding 6 to 24 months, residing within a specificied postcode area). 3. Healthcare professionals working on the local maternity care pathway (i.e. services providing preconception, antenatal, antepartum and postpartum care). Transcribed discussions were analysed using the Framework Analysis approach. Results The majority of mothers in this sample did not understand the benefits or optimal time to take folic acid pre-conception. Conversely, healthcare professionals believed the majority of women did consume folic acid, prior to conception. Conclusions There is a need to increase public health awareness of the optimal time and subsequent benefits for taking folic acid, to prevent neural tube defects.</p