Crystallographic investigation into the self-assembly, guest binding, and flexibility of urea functionalised metal-organic frameworks

Introduction of hydrogen bond functionality into metal-organic frameworks can enhance guest binding and activation, but a combination of linker flexibility and interligand hydrogen bonding often results in the generation of unwanted structures where the functionality is masked. Herein, we describe the self-assembly of three materials, where Cd2+, Ca2+, and Zn2+ are linked by N,Nʹ-bis(4-carboxyphenyl)urea, and examine the effect of the urea units on structure formation, the generation of unusual secondary building units, structural flexibility, and guest binding. The flexibility of the Zn MOF is probed through single-crystal to single-crystal transformations upon exchange of DMF guests for CS2, showing that the lability of the [Zn4O(RCO2)6] cluster towards solvation enables the urea linkers to adopt distorted conformations as the MOF breathes, even facilitating rotation from the trans/trans to the trans/cis conformation without compromising the overall topology. The results have significant implications in the mechanistic understanding of the hydrolytic stability of MOFs, and in preparing heterogeneous organocatalysts

Work-related learning: benefits and challenges

Universities are often criticised for not adequately preparing students for the workplace. In particular, the testing of taught content through examinations does not reflect the open nature of most roles, which require the application of knowledge. The BSc Mathematics course at Sheffield Hallam University embeds employability development and applications throughout the course. In 2018/19 two work-related group assessments were introduced, in which first year students work collaboratively with companies and other students on real-world problems. This paper discusses the implementation and evaluation of the two projects, including the challenges and benefits, as observed by staff, students and clients.</jats:p

Partnerships: Putting Governance Principles in Practice

This publication analyzes the research and project work of the Institute on Governance in civil society-government partnerships from the point of view of both players. The paper first explores the meaning of "governance" and "partnership"; then blends these concepts with good governance principles used by the UNDP and the Institute to create a tool for assessing good governance in partnership arrangements. Finally, the paper draws on the Institute's work in Canada and internationally, to illustrate some of the lessons and best practices in the governance of partnerships

Work-related learning: benefits and challenges

Universities are often criticised for not adequately preparing students for the workplace. In particular, the testing of taught content through examinations does not reflect the open nature of most roles, which require the application of knowledge. The BSc Mathematics course at Sheffield Hallam University embeds employability development and applications throughout the course. In 2018/19 two work-related group assessments were introduced, in which first year students work collaboratively with companies and other students on real-world problems. This paper discusses the implementation and evaluation of the two projects, including the challenges and benefits, as observed by staff, students and clients

The relationship between maternal personality disorder and early birth outcomes: A systematic review and meta-analysis

Title: Systematic review and meta-analysis of the relationship between maternal personality disorder and early birth outcomes.Background: Women with personality disorder are at risk of social and emotional problems which impact deleteriously on everyday functioning. Moreover, a personality disorder diagnosis has been established to have an adverse impact upon pregnancy outcomes and child health. Understanding this impact is critical to improving both maternal and child outcomes. This systematic review and meta-analysis will evaluate the contemporary evidence regarding these relationships.Methods: Prospero and Cochrane were searched for any systematic reviews already completed on this topic. Academic Search Premier, CINAHL Complete, MEDLINE, PsycARTICLES, PsycINFO via the EBSCO host, and Web of Science Core Collection were searched to include research articles published between 1980 and 2019. 158 records were identified; 105 records were screened by reviewing the abstract. 99 records were excluded. 6 full text articles were assessed for eligibility. 5 records were included in the review. Results: All the included studies reported on preterm birth. The meta-analysis indicates significant risk of preterm birth in women with personality disorder (overall OR 2.62; CI 2.24-3.06

Exercising UNESCO Competencies In Students Through Research-Based Education For Sustainable Development

Today’s complex global challenges call upon a different pedagogical approach to Higher Education (HE) that is fit for the purpose of preparing our students – to paraphrase the words of Sir Jonathan Porritt - not only for the world of work, but the work of the world. Indeed, we can and should be preparing students for both, as it is through their professional lives and activities that they will arguably be able to have the most positive impact on these global challenges. Consequently, re-focusing teaching on ways of thinking, being and practicing, the so-called ‘head, heart and hands’ framework, should be done in a way that actively stretches students beyond the comfort of their disciplinary boundaries, knowledge and skill sets. This paper will present the University of Strathclyde’s practice and experience of establishing their award winning Vertically Integrated Projects for Sustainable Development (VIP4SD) programme, as an exemplar of how to embed ResearchBased Education for Sustainable Development in undergraduate curricula. This paper will show how VIP4SD provides students with the time and space in their curriculum to develop demonstrable levels of domain expertise and exercise key UNESCO sustainability (and ergo employability) competences. We then discuss how we have sought to evidence this by supporting students to recognise and articulate their competency development, achieved through the experiential and transformational learning provided by the VIP4SD programme

Evidence that implementation intentions reduce drivers' use of mobile phones while driving

Implementation intentions are IF-THEN plans that have the potential to reduce mobile phone use while driving and thus contribute towards the prevention of road traffic crashes. We tested whether an intervention, designed to promote the formation of implementation intentions, could reduce drivers’ use of mobile phones. A randomized controlled design was used. The participants (N = 136) were randomised to an implementation or a control condition. Self-report questionnaires were administered to all participants at both pre- and one-month post-intervention to measure the use of mobile phones while driving, goal intentions and the theoretically derived motivational pre-cursors of goal intentions (attitudes, subjective norm and perceived behavioural control). Immediately following the pre-intervention questionnaire, the participants in the implementation intention condition (n = 67) were given a volitional help sheet, which asked them to form implementation intentions by specifying target driving situations that tempted them the most to use a mobile phone and linking them with goal-directed responses that could be used to resist the temptation. The participants in the control condition (n = 69) were asked to specify target situations that tempted them the most to use a mobile phone while driving and to generally try to avoid using a mobile phone in those situations. One-month post-intervention, the participants in the implementation intention condition reported using a mobile phone less often while driving in their specified target driving situations than did the participants in the control condition. As expected, no differences were found between the conditions in the reported frequency of mobile phone use in unspecified driving situations, goal intentions or any motivational pre-cursor of goal intentions. The implementation intention intervention that was tested in this study is a potentially effective tool for reducing mobile phone use while driving in target driving situations where behaviour-change is most needed

The Age-Dependent Immune Response to Ischemic Stroke

Stroke is a devastating cause of global morbidity and mortality. Ischemic brain injury triggers a profound local and systemic immune response that participates in stroke pathophysiology. In turn, this immune response has emerged as a potential therapeutic target. In order to maximize its therapeutic potential, it is critical to understand how the immune response to ischemic brain injury is affected by age - the strongest non-modifiable risk factor for stroke. The development of multi-omics and single-cell technologies has provided a more comprehensive characterization of transcriptional and cellular changes that occur during aging. In this review, we summarize recent advances in our understanding of how age-related immune alterations shape differential stroke outcomes in older versus younger organisms, highlighting studies in both experimental mouse models and patient cohorts. Wherever possible, we emphasize outstanding questions that present important avenues for future investigation with therapeutic value for the aging population

Happy to help: how a UK micro-volunteering programme increased people’s wellbeing

Levels of wellbeing increased significantly for individuals who participated in the NHS Volunteer Responders (NHSVR) programme, with effects lasting months after the volunteering period had ended, write Paul Dolan, Christian Krekel, Ganga Shreedhar (LSE), Helen Lee, Claire Marshall (NHS) and Allison Smith (Royal Voluntary Service)