Pairwise interaction point processes for modelling bivariate spatial point patterns in the presence of interaction uncertainty

Current ecological research seeks to understand the mechanisms that sustain biodiversity and allow a large number of species to coexist. Coexistence concerns inter-individual interactions. Consequently, there is an interest in identifying and quantifying interactions within and between species as reflected in the spatial pattern formed by the individuals. This study analyses the spatial pattern formed by the locations of plants in a community with high biodiversity from Western Australia. We fit a pairwise interaction Gibbs marked point process to the data using a Bayesian approach and quantify the inhibitory interactions within and between the two species. We quantitatively discriminate between competing models corresponding to different inter-specific and intraspecific interactions via posterior model probabilities. The analysis provides evidence that the intraspecific interactions for the two species of the genus Banksia are generally similar to those between the two species providing some evidence for mechanisms that sustain biodiversity.Publisher PDFPeer reviewe

Shifting responsibilities: A qualitative study of how young people assume responsibility from their parents for self-management of their chronic kidney disease

Introduction The responsibility for managing a long-term condition (LTC) such as chronic kidney disease (CKD) typically transfers from parent to child, as children become older. However, children can find it challenging to become independent at managing their LTC, and evidence for how healthcare professionals (HCPs) support transfer of responsibility is limited. This study aimed to explore how young people with CKD assume responsibility for managing their condition and the HCP's role during this process. Methods Sampling, qualitative data collection and analysis were guided by a constructivist grounded theory approach. Individual and dyadic interviews, and focus groups, were conducted with 16 young people aged 13–17 years with CKD, 13 parents and 20 HCPs. Findings A grounded theory, shifting responsibilities, was developed that provides new insights into how young people's, parents' and HCPs' constructions of the transfer of responsibility differed. These diverse constructions contributed to multiple uncertainties around the role of HCPs, when the process started and was completed and whether the endpoint of the process was young people's self-management or young person–parent shared management. Conclusion Families would benefit from HCP support over a longer timeframe that integrates assuming self-management responsibility with gaining independence in other areas of their lives and focuses on young people ‘doing’ self-management. Patient or Public Contribution Patient and public involvement was integrated throughout the study, with young adults with CKD and parents who had a child with CKD actively involved in the study's design and delivery

Handwriting and typing: Occupational therapy practice when supporting adolescents with handwriting difficulties

INTRODUCTION: While most children have developed effective handwriting by secondary school age, some have handwriting difficulties that hamper academic progress. Occupational therapists play a role in assessment and planning support, which may include introducing typing as an alternative. However, there is limited understanding regarding how decisions are made about recommending typing. This study explored the support provided to adolescents with handwriting difficulties by occupational therapists, and the contextual factors that influence their decision-making. METHOD: Semi-structured interviews were conducted with 13 occupational therapists and analysed using thematic analysis. FINDINGS: Although there was shared practice underpinned by occupational therapy philosophy, there was also divergent practice due to different approaches. Roles and responsibilities, resources, and evidence and experience influenced occupational therapists’ practice. Understanding the adolescent’s motivation, the effect of handwriting difficulties on well-being and the need for a functional method to record schoolwork, was central to occupational therapists’ decision-making to recommend typing. CONCLUSION: Strategies are needed to address the knowledge-practice gap, including evidence-based guidelines. Closer collaboration between occupational therapists and school staff could increase understanding of roles and highlight the unique occupational therapy contribution. Further research examining whether, when and how to introduce typing as an alternative to handwriting would support best practice

The relationship between women’s empowerment and household food and nutrition security in Pakistan

Women’s empowerment is considered to play a crucial role in food and nutrition security. We aimed to explore the relationship between women’s empowerment and food and nutrition security, in rural Pakistan. Methods: To estimate women’s empowerment, we developed a Rural Women Composite Empowerment Index incorporating nine domains. For indicators of food and nutritional data we used data of 1879 rural households from Pakistan Rural Household Panel Survey (PRHPS). Food insecurity was measured through a caloric intake approach; nutrition insecurity was measured through recommended nutrient intake (RNI). Using the Rural Women’s Composite Empowerment Index (RWCEI), we employed multi-level mixed-effect regression analysis. Results: The domains of traveling safely (21%), time allocated to tasks (20%), and (lack of) domestic violence (19%) were the most significant domains in defining empowerment of rural woman. The prevalence of food and nutrition insecurity were 33% and 50% respectively. Regression analysis found a positive and significant relationship between women’s empowerment and food and nutrition security–the proportion of household who were food and nutritionally secure in empowered households was 70% and 98% respectively. Conclusions: Developing programmes and policies to improve the range of domains of women’s empowerment requires a focussed policy agenda, bringing together policy makers from a number of different sectors including education, economy, communications, technology and agriculture. Women’s empowerment has the potential to make positive changes not only in food and nutrition security, but in all aspects of family health and wellbeing

Area Interaction Point Processes for Bivariate Point Patterns in a Bayesian Context

In this paper we consider bivariate point patterns which may contain both attractive and inhibitive interactions. The two subpatterns may depend on each other with both intra- and interspecific interactions possible. We use area interaction point processes for quantifying both attractive and inhibitive interactions in contrast to pairwise interaction point processes, typically model regular point patterns. The ability to permit both attraction and repulsion is a valuable feature and allows for the modelling of different forms of interactions in a given community. The differentiation between intra- and interspecific interactions in one model accounts for the fact that the presence of a second species may "mask" or "magnify" existing intraspecific interactions. A Bayesian approach has been applied for estimating interaction parameters and for discriminating between eight competing research hypotheses. For the particular application to modelling the interactions of species in a highly biodiverse forest, this study reveals posterior support for an interspecific interaction of attraction between the two species considered and may serve to inform forest rehabilitation schemes relating to this forest. Overall, knowledge of the interactions of key species in any given forest would be invaluable to reforestation efforts if this forest is later ravaged by wildfires

Doing the ‘write’ thing: handwriting and typing support in secondary schools in England

Students must be able to produce legible and fluent text when completing classwork and for exam purposes. Some students, however, present with handwriting difficulties in secondary school. When these are significant, intervention may be necessary or alternatives to handwriting may be offered (e.g. use of a word processor). Little is known about current practice of supporting secondary students with handwriting difficulties in England and how recommendations are made to transition to typing. Semi-structured interviews were conducted with 13 practitioners with a responsibility for supporting students with handwriting difficulties. Two themes were identified. The first theme, ‘doing the right thing’, illustrated the tension between practitioners' commitment to supporting students with handwriting difficulties and their uncertainty around what is the ‘right’ approach. The second theme, ‘influencing practice’, described the contextual factors (student and family, school environment and national context) that impact on practitioners' practice and their decision to transition from handwriting to typing. Findings highlight the complexities of supporting this group of students and an urgent need for guidance at a national level to assist best practice. Implications for practice are discussed. Further research examining the effectiveness of handwriting interventions with secondary students and the optimum time to start typing is warranted

Public attitudes to, and perceived impacts of 20mph (32 km/h) speed limits in Edinburgh:An exploratory study using the Speed Limits Perceptions Survey (SLiPS)

The ‘Is 20 plenty for health?’ study is funded by a National Institute for Health Research (NIHR) Public Health Research (PHR) grant 15/82/12.Between 2016 and 2018 a policy was implemented to increase the proportion of 20mph (32km/h) streets in Edinburgh, UK from approximately 50% to 80%, providing the opportunity to evaluate how behaviour and public perceptions change over time. This is important as negative public responses have been reported to limit the implementation of transport policies and may reduce the effectiveness of the policy. The Speed Limits Perception Survey (SLiPS) was developed to assess changes in public perceptions from baseline to 6 and 12 months post-implementation. We collected 3,485 individual responses to the survey, 64.6% (n = 2,253) of which included complete perceptions data. Using exploratory factor analysis, the following perception factors were identified: i) Detraction and resistance, ii) Support, iii) Rule following, iv) Child safety, and v) Walking safety. Following the 20mph implementation at 6–12 months: Support (ii) and Rule following (iii) had increased; Detraction and resistance (i) had decreased; and Child safety (iv) and Walking safety (v) had not changed significantly. These findings indicate that the public in Edinburgh became more positive towards the policy once it was implemented. However, more extensive policy or ongoing communication of the safety benefits of 20mph limits are needed to increase perceptions of safety that might lead to increased walking and cycling. Future research should aim to understand how those implementing speed limit interventions can positively influence public perceptions and how public perceptions about speed limits influence behaviour.Publisher PDFPeer reviewe

Doing the ‘write’ thing : handwriting and typing support in secondary schools in England

Students must be able to produce legible and fluent text when completing classwork and for exam purposes. Some students, however, present with handwriting difficulties in secondary school. When these are significant, intervention may be necessary or alternatives to handwriting may be offered (e.g. use of a word processor). Little is known about current practice of supporting secondary students with handwriting difficulties in England and how recommendations are made to transition to typing. Semi-structured interviews were conducted with 13 practitioners with a responsibility for supporting students with handwriting difficulties. Two themes were identified. The first theme, ‘doing the right thing’, illustrated the tension between practitioners' commitment to supporting students with handwriting difficulties and their uncertainty around what is the ‘right’ approach. The second theme, ‘influencing practice’, described the contextual factors (student and family, school environment and national context) that impact on practitioners' practice and their decision to transition from handwriting to typing. Findings highlight the complexities of supporting this group of students and an urgent need for guidance at a national level to assist best practice. Implications for practice are discussed. Further research examining the effectiveness of handwriting interventions with secondary students and the optimum time to start typing is warranted