Detection of neutralising antibodies to SARS-CoV-2 to determine population exposure in Scottish blood donors between March and May 2020.

BackgroundThe progression and geographical distribution of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection in the United Kingdom (UK) and elsewhere is unknown because typically only symptomatic individuals are diagnosed. We performed a serological study of blood donors in Scotland in the spring of 2020 to detect neutralising antibodies to SARS-CoV-2 as a marker of past infection and epidemic progression.AimOur objective was to determine if sera from blood bank donors can be used to track the emergence and progression of the SARS-CoV-2 epidemic.MethodsA pseudotyped SARS-CoV-2 virus microneutralisation assay was used to detect neutralising antibodies to SARS-CoV-2. The study comprised samples from 3,500 blood donors collected in Scotland between 17 March and 18 May 2020. Controls were collected from 100 donors in Scotland during 2019.ResultsAll samples collected on 17 March 2020 (n = 500) were negative in the pseudotyped SARS-CoV-2 virus microneutralisation assay. Neutralising antibodies were detected in six of 500 donors from 23 to 26 March. The number of samples containing neutralising antibodies did not significantly rise after 5-6 April until the end of the study on 18 May. We found that infections were concentrated in certain postcodes, indicating that outbreaks of infection were extremely localised. In contrast, other areas remained comparatively untouched by the epidemic.ConclusionAlthough blood donors are not representative of the overall population, we demonstrated that serosurveys of blood banks can serve as a useful tool for tracking the emergence and progression of an epidemic such as the SARS-CoV-2 outbreak

Secondary school grades and graduate returns to education in the UK

We examine the relationship between secondary school attainment and early career graduate salaries in the UK. Based on literature on grade inflation we hypothesise that there is uncertainty regarding the quality of the signal communicated by degree classifications, and that secondary school grades can be used as a tool to determine the veracity of classifications. We find that differences in secondary school attainment, expressed in UCAS points, are consistently a significant predictor of salary differences among graduates attaining Upper Second class degrees, and some First class graduates. We estimate predicted probabilities, to predict the likelihood of a graduate appearing in a given salary band based on the combination of their secondary school attainment, degree classification and the university attended. The most common category of graduate in our sample (250 to 325 UCAS points, studied at a Post-1992 institution and attained an Upper Second class) has a 55% chance of attaining a salary less than £20,000 in the 12 months after graduation

Le possibilità di formazione per i CEL di italiano a stranieri in Italia: una proposta specifica in seno al Laboratorio ITALS

The current study explored underlying beliefs regarding work safety among a sample of experienced Australian electrical workers. A qualitative research methodology using the theory of planned behavior as a framework was employed. A series of interviews and focus groups with licensed electrical workers (N = 46) were analyzed using thematic content analysis. Beliefs were classified as advantages (e.g. personal safety of self and co-workers), disadvantages (e.g., inconvenience to customer/clients and workload), referents (e.g., supervisors, work colleagues, customers), barriers (e.g., time and cost), and facilitators (e.g., training and knowledge, equipment availability) of safety adherence. The belief basis of the theory of planned behavior was a useful framework for exploring workers’ safety beliefs. The identified beliefs can inform future research about the important factors influencing safe work decisions and inform strategies to promote safer workplace decision making within the electrical safety context

Welfare, equality and social justice: Scottish independence and the dominant imaginings of the 'New' Scotland

This paper focuses on the extent to which issues of equality, social justice and social welfare have been mobilised in the most prominent imaginings of an independent Scotland. Since 2011 the SNP Scottish Government has repeatedly argued that any future independent Scotland will be characterised by a strong commitment to a distinctively Scottish social welfarism. This paper explores the main tenets of such claims noting that while the myths of Scottish distinctiveness in this respect have long been critiqued, they remain central to the visions of what Scottish society is, and what it could become. Drawing on specific framings and understandings of Scotland’s past, leading SNP politicians have made claims that a new Enlightenment in Scotland could act as a ‘beacon’ for progressive policy-making across the rest of the UK and Europe. This new Enlightenment would be underpinned by the ethics of equality and social justice and the market and economic growth would be servants rather than drivers of social change. In critically exploring these claims to Scottish distinctiveness, this paper focuses on a particular area of social policy, childcare. It is argued that policy-making, as well as the SNP vision for the future, focus on areas of concern that have a lineage back to Enlightenment ideas – investing in childhood as a means to make a better society. It highlights the challenges of combining a market-driven childcare strategy with a social investment approach. The paper aims to promote a critical engagement with the unfolding ‘imaginary’ of any independent (or more devolved) Scottish society, a society in which a globally competitive economy can deliver important socially just goals

An inter-specialty cancer training programme curriculum for Europe

Introduction Multidisciplinary and multi-professional collaboration is vital in providing better outcomes for patients The aim of the INTERACT-EUROPE Project (Wide Ranging Cooperation and Cutting Edge Innovation As A Response To Cancer Training Needs). The aim was to develop an inter-specialty curriculum. A pilot project will enable a pioneer cohort to acquire a sample of the competencies needed. Methods A scoping review, qualitative and quantitative surveys were undertaken. The quantitative survey results are reported here. Respondents, including members of education boards, curriculum committees, trainee committees of European specialist societies and the ECO Patient Advisory Committee, were asked to score 127 proposed competencies on a 7-point Likert scale as to their value in achieving the aims of the curriculum. Results were discussed and competencies developed at two stakeholder meetings. A consultative document, shared with stakeholders and available online, requested views regarding the other components of the curriculum. Results and Discussion: Eleven competencies were revised, three omitted and three added. The competencies were organised according to the CanMEDS framework with 13 Entrustable Professional Activities, 23 competencies and 127 enabling competencies covering all roles in the framework. Recommendations regarding the infrastructure, organisational aspects, eligibility of trainees and training centres, programme contents, assessment and evaluation were developed using the replies to the consultative document. Conclusions An Inter-specialty Cancer Training Programme Curriculum and a pilot programme with virtual and face-to-face components have been developed with the aim of improving the care of people affected by cancer