Ecosystem (dis)benefits arising from formal and informal land-use in Manchester (UK); a case study of urban soil characteristics associated with local green space management

Urban soils are subject to anthropogenic influences and, reciprocally, provide benefits and dis-benefits to human wellbeing; for example carbon storage, nutrient cycling and the regulation trace element and contaminant mobility. Collective stewardship of urban green commons provides contemporary examples of the diversity of uses and management of green space in cities and represents a growing movement in user participation in, and awareness of, the importance of urban ecological health. Exploring the range of social-ecological benefits exemplified in the urban environment has generally focused on above-ground processes, with few studies examining the potential for (dis)benefits arising from edaphic characteristics of collectively-managed spaces. An investigation into the influence of formal and informal green space management on carbon fluxes and heavy metal concentrations in urban soils was carried out in Manchester (UK) finding that carbon storage in soils of collectively managed urban green commons (7.15 ±1.42 kg C m⁻²) was significantly greater than at formally managed sites (for example city parks: 5.08 ±0.69 kg C m⁻²), though the latter exhibited reduced losses through CO2 emission. Variation in heavy metal concentrations and mobility were likewise observed, exemplified by the acidification of surface soils by leaf litter at orchard sites, and the resultant increase in the mobility of lead (Pb) and zinc (Zn). The results of this study indicate the importance of small-scale contemporary urban green space management on selected ecosystem services provided by the limited soil resource of cities. Thus, a greater consideration of the effects of horticultural and amenity activities with regards to soil quality/functionality is required to ensure available urban green commons retain or increase their ecological quality over time

Amyloid-β acts as a regulator of neurotransmitter release disrupting the interaction between synaptophysin and VAMP2.

BACKGROUND: It is becoming increasingly evident that deficits in the cortex and hippocampus at early stages of dementia in Alzheimer's disease (AD) are associated with synaptic damage caused by oligomers of the toxic amyloid-β peptide (Aβ42). However, the underlying molecular and cellular mechanisms behind these deficits are not fully understood. Here we provide evidence of a mechanism by which Aβ42 affects synaptic transmission regulating neurotransmitter release. METHODOLOGY/FINDINGS: We first showed that application of 50 nM Aβ42 in cultured neurones is followed by its internalisation and translocation to synaptic contacts. Interestingly, our results demonstrate that with time, Aβ42 can be detected at the presynaptic terminals where it interacts with Synaptophysin. Furthermore, data from dissociated hippocampal neurons as well as biochemical data provide evidence that Aβ42 disrupts the complex formed between Synaptophysin and VAMP2 increasing the amount of primed vesicles and exocytosis. Finally, electrophysiology recordings in brain slices confirmed that Aβ42 affects baseline transmission. CONCLUSIONS/SIGNIFICANCE: Our observations provide a necessary and timely insight into cellular mechanisms that underlie the initial pathological events that lead to synaptic dysfunction in Alzheimer's disease. Our results demonstrate a new mechanism by which Aβ42 affects synaptic activity

Collaborative experiential learning in social work practice placements

Social work students on practice learning placement undertake a range of learning activities and are expected to reflect independently on their strengths and areas for development within an intervention to develop their knowledge and skills. This is often supplemented by reflective discussion in social work student supervision. Nevertheless, supervision is undertaken in a private space, so has rarely been subject to scrutiny. The uniqueness of this study is founded in two core differences. This is one of the first research studies to include both supervision participants’ perspectives and one of the first that observed social work student supervision, giving it a unique data perspective that enriched the significance of the findings. The methodology for this thesis was firmly rooted in a Narrative Inquiry, which enabled the use of a range of data collection methods which were thematically analysed to identify two core themes of diligence and collaboration. A model is presented that develops the principle of experiential learning (Kolb, 1984), applying the importance of diligent preparation for and collaborative participation within social work student supervision by both practice educator and student to enhance the development of students’ knowledge and skills

Barriers and facilitators to social prescribing in child and youth mental health: Perspectives from the frontline

There is growing interest in the role of Social Prescribing (SP) to help promote mental wellbeing and support individuals with mental health difficulties. Yet, implementation of SP to children and young people (CYP) has proved slow and underdeveloped compared with adult populations. Understanding the barriers and facilitators will help key stakeholders to better embed SP for CYP into practice. Using the Theoretical Domains Framework (TDF), a comprehensive, theoretical-led framework, underpinned by 33 behaviour change theories and 128 constructs, perceived barriers and facilitators to SP were investigated. The sample comprised of 11 Link Workers and 9 individuals involved in facilitating SP with CYP, who took part in semi-structured interviews. Transcripts were analysed using a deductive thematic analysis, and themes were coded under each theoretical domain. Overall, 33 barriers and facilitators for SP were identified across 12 domains of the TDF. Under capability, barriers and facilitators were found for knowledge, skills, memory/attention/decision making processes, and behavioural regulation. For opportunity, barriers and facilitators were found for social/professional influences, as well as environmental context and resources. Finally, for motivation, domains covered included: beliefs about consequences, beliefs about capabilities, optimism, motivations/goals, reinforcement, and emotions. Findings suggest that a wide range of barriers and facilitators affect the implementation of CYP SP to improve mental health and wellbeing. Interventions which target different domains related to capability, opportunity and motivation should be developed to better facilitate CYP SP

Elevated CO2induces a bloom of microphytobenthos within a shell gravel mesocosm

The geological storage of carbon dioxide (CO2) is expected to be an important component of future global carbon emission mitigation, but there is a need to understand the impacts of a CO2 leak on the marine environment and to develop monitoring protocols for leakage detection. In the present study, sediment cores were exposed to CO2-acidified seawater at one of five pH levels (8.0, 7.5, 7.0, 6.5 and 6.0) for 10 weeks. A bloom of Spirulina sp. and diatoms appeared on sediment surface exposed to pH 7.0 and 7.5 seawater. Quantitative PCR measurements of the abundance of 16S rRNA also indicated an increase within the pH 7.0 and 7.5 treatments after 10 weeks incubation. More detailed analysis of the microbial communities from the pH 7.0, 7.5 and 8.0 treatments confirmed an increase in the relative abundance of Spirulina sp. and Navicula sp. sequences, with changes in the relative abundance of major archaeal and bacterial groups also detected within the pH 7.0 treatment. A decreased flux of silicate from the sediment at this pH was also detected. Monitoring blooms of microphytobenthos may prove useful as an indicator of CO2 leakage within coastal area

Barriers and facilitators to social prescribing in child and youth mental health: perspectives from the frontline

There is growing interest in the role of Social Prescribing (SP) to help promote mental well-being and support individuals with mental health difficulties. Yet, implementation of SP to children and young people (CYP) has proved slow and underdeveloped compared with adult populations. Understanding the barriers and facilitators will help key stakeholders to better embed SP for CYP into practice. Using the Theoretical Domains Framework (TDF), a comprehensive, theoretical-led framework, underpinned by 33 behaviour change theories and 128 constructs, perceived barriers and facilitators to SP were investigated. The sample comprised of 11 Link Workers and 9 individuals involved in facilitating SP with CYP, who took part in semi-structured interviews. Transcripts were analysed using a deductive thematic analysis, and themes were coded under each theoretical domain. Overall, 33 barriers and facilitators for SP were identified across 12 domains of the TDF. Under capability, barriers and facilitators were found for knowledge, skills, memory/attention/decision making processes, and behavioural regulation. For opportunity, barriers and facilitators were found for social/professional influences, as well as environmental context and resources. Finally, for motivation, domains covered included: beliefs about consequences, beliefs about capabilities, optimism, motivations/goals, reinforcement, and emotions. Findings suggest that a wide range of barriers and facilitators affect the implementation of CYP SP to improve mental health and well-being. Interventions which target different domains related to capability, opportunity and motivation should be developed to better facilitate CYP SP