Reasonable responses versus proportionality in employee dismissal cases: A comparison between the Employment Rights Act 1996, s 98(4) and the Equality Act 2010, s 13(2), s 15(1)(b), and s 19(2)(d).

What, if any, are the differences between a dismissal that is reasonable and one that is a proportionate means of achieving a legitimate aim? That is the question at the centre of this dissertation. To answer it we start by placing both legal tests within the overall context of statute, then assess and analyse both separately. From that point the two can be fully compared. The structure of this dissertation is thus as follows: Chapter one outlines statutory provisions regulating dismissal from employment in both the Employment Rights Act 1996 (ERA) and Equality Act 2010 (EqA). It identifies the key role of section 98(4) of the ERA in deciding unfair dismissal claims; and the likewise key roles of sections 13(2), 15(1)(b), and 19(2)(d) of the EqA in deciding some categories of discrimination claim. Chapter two examines the application of ERA s 98(4) in depth to identify its interpretation, its impact on claimants and employers, and the likelihood of future legal developments in this area. Chapter three carries out a similar exercise for sections 13(2), 15(1)(b), and 19(2)(d) of the EqA. Having identified the central concepts of reasonable responses and proportionality, chapter four compares them directly. It focuses particularly on dual claim situations where both tests are necessarily applied side by side to the same facts. Overall conclusions are made about both differences and similarities found. It is argued that the relationship between reasonableness and proportionality in cases of employee dismissal is not fully settled within case law, and further clarification will likely be necessary in the future. Such clarification could go to the heart of distinctions between unfair dismissal and discrimination in UK law

Shyness and Vocabulary: The Roles of Executive Functioning and Home Environmental Stimulation

Although shyness has often been found to be negatively related to vocabulary, few studies have examined the processes that produce or modify this relation. The present study examined executive functioning skills and home environmental stimulation as potential mediating and moderating mechanisms. A sample of 3½-year-old children (N = 254) was administered executive functioning tasks and a vocabulary test during a laboratory visit. Mothers completed questionnaires assessing child shyness and home environmental stimulation. Our primary hypothesis was that executive functioning mediates the association between shyness and vocabulary, and home environmental stimulation moderates the relation between executive functioning and vocabulary. Alternative hypotheses were also tested. Results indicated that children with better executive functioning skills developed stronger vocabularies when reared in more, versus less, stimulating environments. Implications of these results are discussed in terms of the role of shyness, executive functioning, and home environmental stimulation in early vocabulary development

Threshold concepts and troublesome knowledge in a secondlevel mathematics course

The term threshold concept derives from education theory to denote concepts that are essential to knowledge and understanding within particular disciplines. Threshold concepts act like doorways that once crossed enable students to comprehend a topic not previously understood. In turn this enables the learner to progress to higher levels of learning. This process can be immediate or drawn out over long periods of time. Grasping the threshold concept transforms the students’ perception of the subject area, and they are better able to relate the topic to wider fields of study (Meyer and Land 2003). However the transformative nature of this process can at times be troublesome and challenging for students (Perkins 1999). In mathematics, once a threshold concept is grasped, the student will see the calculations they are working on in a different light. They will gain insight into what the calculations are doing and how they work. This enables the student to translate the threshold concept to different and more difficult problems. The student is also able to see the relevance of this form of mathematical thinking to other areas of mathematics and to applications beyond the field of mathematics. Very little work has been undertaken to identify the threshold concepts in higher-level mathematics and what is troublesome for students to learn. This paper reports on a study carried out in a large second-level mathematics course at the University of Queensland. The course is taken by students of mathematics, engineering and physical sciences, and covers topics such as advanced ordinary differential equations, vector calculus and linear algebra. Data was collected from course documents and interviews with tutors, and surveys and quizzes completed by students. Analysis of this data identified potential threshold concepts for this content area, and areas of troublesome knowledge experienced by students. This paper reports on the findings from this study, and on the implications of these findings for enhancing learning and teaching of mathematics

Analysis of Coronavirus Temperature-Sensitive Mutants Reveals an Interplay between the Macrodomain and Papain-Like Protease Impacting Replication and Pathogenesis

Analysis of temperature-sensitive (ts) mutant viruses is a classic method allowing researchers to identify genetic loci involved in viral replication and pathogenesis. Here, we report genetic analysis of a ts strain of mouse hepatitis virus (MHV), tsNC11, focusing on the role of mutations in the macrodomain (MAC) and the papain-like protease 2 (PLP2) domain of nonstructural protein 3 (nsp3), a component of the viral replication complex. Using MHV reverse genetics, we generated a series of mutant viruses to define the contributions of macrodomain- and PLP2-specific mutations to the ts phenotype. Viral replication kinetics and efficiency-of-plating analysis performed at permissive and nonpermissive temperatures revealed that changes in the macrodomain alone were both necessary and sufficient for the ts phenotype. Interestingly, mutations in the PLP2 domain were not responsible for the temperature sensitivity but did reduce the frequency of reversion of macrodomain mutants. Coimmunoprecipitation studies are consistent with an interaction between the macrodomain and PLP2. Expression studies of the macrodomain-PLP2 portion of nsp3 indicate that the ts mutations enhance proteasome-mediated degradation of the protein. Furthermore, we found that during virus infection, the replicase proteins containing the MAC and PLP2 mutations were more rapidly degraded at the nonpermissive temperature than were the wild-type proteins. Importantly, we show that the macrodomain and PLP2 mutant viruses trigger production of type I interferon in vitro and are attenuated in mice, further highlighting the importance of the macrodomain-PLP2 interplay in viral pathogenesis. IMPORTANCE Coronaviruses (CoVs) are emerging human and veterinary pathogens with pandemic potential. Despite the established and predicted threat these viruses pose to human health, there are currently no approved countermeasures to control infections with these viruses in humans. Viral macrodomains, enzymes that remove posttranslational ADP-ribosylation of proteins, and viral multifunctional papain-like proteases, enzymes that cleave polyproteins and remove polyubiquitin chains via deubiquitinating activity, are two important virulence factors. Here, we reveal an unanticipated interplay between the macrodomain and the PLP2 domain that is important for replication and antagonizing the host innate immune response. Targeting the interaction of these enzymes may provide new therapeutic opportunities to treat CoV disease

What works in improving inter-agency responses to missing children investigations: A scoping review

Responsibility for responding to missing children belongs to multiple agencies, including police, children’s homes and social services, but evidence highlights issues with collaboration. The following scoping review seeks to identify what is currently known about mechanisms that enhance collaboration in responding to missing. Findings highlight the value of (i) information-sharing techniques; (ii) cross-agency technology; (iii) single points of contact; (iv) regular multi-agency meetings; (v) shared understanding of terminology; (vi) clarifying roles and responsibilities; and (vii) joint training. However, research is needed that empirically tests the effectiveness of strategies and interventions for improving inter-agency working in this risky and uncertain context. </jats:p

Detecting SARS-CoV-2 3CLpro Expression and Activity Using a Polyclonal Antiserum and a Luciferase-Based Biosensor

The need to stem the current outbreak of SARS-CoV-2 responsible for COVID-19 is driving the search for inhibitors that will block coronavirus replication and pathogenesis. The coronavirus 3C-like protease (3CLpro) encoded in the replicase polyprotein is an attractive target for antiviral drug development because protease activity is required for generating a functional replication complex. Reagents that can be used to screen for protease inhibitors and for identifying the replicase products of SARS-CoV-2 are urgently needed. Here we describe a luminescence-based biosensor assay for evaluating small molecule inhibitors of SARS-CoV-2 3CLpro/main protease. We also document that a polyclonal rabbit antiserum developed against SARS-CoV 3CLpro cross reacts with the highly conserved 3CLpro of SARS-CoV-2. These reagents will facilitate the pre-clinical evaluation of SARS-CoV-2 protease inhibitors

Evidence Collection for the Unconscious and Unconsented Patient

Forensic nurses are faced with making an ethical decision when an unconscious patient presents with signs of sexual assault. If the patient is unable to consent, the nurses need to decide whether or not to perform a forensic exam. Hospitals have policies in place regarding consent for emergency care, but not all of them consider the collection of forensic evidence. The window of opportunity for forensic collection may disappear before contacts are made or proper consent is established.\ud Ethical, legal, and policy considerations that complicate this scenario are discussed

Characteristics of Internet Addiction/Pathological Internet Use in U.S. University Students: A Qualitative-Method Investigation

Studies have identified high rates and severe consequences of Internet Addiction/Pathological Internet Use (IA/PIU) in university students. However, most research concerning IA/PIU in U.S. university students has been conducted within a quantitative research paradigm, and frequently fails to contextualize the problem of IA/PIU. To address this gap, we conducted an exploratory qualitative study using the focus group approach and examined 27 U.S. university students who self-identified as intensive Internet users, spent more than 25 hours/week on the Internet for non-school or non-work-related activities and who reported Internet-associated health and/or psychosocial problems. Students completed two IA/PIU measures (Young’s Diagnostic Questionnaire and the Compulsive Internet Use Scale) and participated in focus groups exploring the natural history of their Internet use; preferred online activities; emotional, interpersonal, and situational triggers for intensive Internet use; and health and/or psychosocial consequences of their Internet overuse. Students’ self-reports of Internet overuse problems were consistent with results of standardized measures. Students first accessed the Internet at an average age of 9 (SD = 2.7), and first had a problem with Internet overuse at an average age of 16 (SD = 4.3). Sadness and depression, boredom, and stress were common triggers of intensive Internet use. Social media use was nearly universal and pervasive in participants’ lives. Sleep deprivation, academic under-achievement, failure to exercise and to engage in face-to-face social activities, negative affective states, and decreased ability to concentrate were frequently reported consequences of intensive Internet use/Internet overuse. IA/PIU may be an underappreciated problem among U.S. university students and warrants additional research