Immigration as Threat: A Content Analysis of Citizen Perception

Public discourse concerning immigration and immigration policy often relies on the characterization and universalization of the threats that are posed by increasing immigration. It is the specification and reference to these threats that allows one to consider immigration as moral panic. It is through this lens, that I undertake a content analysis of letters to the editor that appeared in a large southwestern city newspaper from January 1st 2005 to December 31st, 2005. This study describes the extent to which these threats seem to resonate with individuals who wrote and had published letters to the editor regarding immigration issues

MyDispense: Lessons from Global Collaboration in Developing a Pharmacy Educational Simulation Tool

The current focus on global workforce development in pharmacy provides a perfect stage for continued and extended collaboration between educators, researchers, and practitioners. One such global educational project is the MyDispense Project, which is a collaborative journey that started with an educational need. MyDispense is an online pharmacy simulation tool that teaches dispensing skills to students. Development of the tool began as a need for Australian pharmacy students, but has been customized for other parts of the world as well. Since the project’s launch in 2010, the ongoing use and development of the tool is a compelling story of success for global collaboration in pharmacy education. Lessons can be learned from this collaborative endeavour.   Type: Commentar

Groundwater surface mapping informs sources of catchment baseflow

This work is funded by the Australian Research Council Discovery Project scheme through project DP120100253. We greatly appreciate the provision of groundwater chemistry data and introduction to the Gellibrand catchment by Alex Atkinson and Ian Cartwright from Monash University. We thank two anonymous reviewers and Ian Cartwright for their insightful and constructive reviews that helped improve this paper.Peer reviewedPublisher PD

Sociodemographic profiles, educational attainment and physical activity associated with The Daily Mile™ registration in primary schools in England – a national cross-sectional linkage study

Objective To examine primary school and local authority characteristics associated with registration for The Daily Mile (TDM), an active mile initiative aimed at increasing physical activity in children. Design A cross-sectional linkage study using routinely collected data. Setting All state funded primary schools in England from 2012-2018(n=15,815). Results 3,502 of all 15,815(22.1%) state funded primary schools in England were registered to do TDM, ranging from 16% in the East Midlands region to 31% in Inner London. Primary schools registered for TDM had larger mean pupil numbers compared with schools that had not registered (300 vs 269 respectively). There was a higher proportion of TDM registered schools in urban areas compared with non-urban areas. There was local authority variation in the likelihood of school registration (ICC: 0.094). After adjusting for school and local authority characteristics, schools located in a major urban conurbation (OR 1.46 (95%CI:1.24-1.71) urban vs. rural) and schools with a higher proportion of disadvantaged pupils had higher odds of being registered to the TDM (OR 1.16 (95%CI:1.02-1.33)). Area based physical activity and schools’ educational attainment was not significantly associated with registration to TDM. Conclusion One in five primary schools in England has registered for The Daily Mile since 2012. TDM appears to be a wide-reaching school based physical activity intervention that is reaching more disadvantaged primary school populations in urban areas where obesity prevalence is highest. TDM registered schools include those with both high and low educational attainment and are in areas with high and low physical activit

Sociodemographic profiles, educational attainment and physical activity associated with The Daily Mile™ registration in primary schools in England: a national cross-sectional linkage study

OBJECTIVE: To examine primary school and local authority characteristics associated with registration for The Daily Mile (TDM), an active mile initiative aimed at increasing physical activity in children. DESIGN: A cross-sectional linkage study using routinely collected data. SETTING: All state-funded primary schools in England from 2012 to 2018 (n=15,815). RESULTS: 3,502 of all 15,815 (22.1%) state-funded primary schools in England were registered to do TDM, ranging from 16% in the East Midlands region to 31% in Inner London. Primary schools registered for TDM had larger mean pupil numbers compared with schools that had not registered (300 vs 269, respectively). There was a higher proportion of TDM-registered schools in urban areas compared with non-urban areas. There was local authority variation in the likelihood of school registration (intraclass correlation coefficient: 0.094). After adjusting for school and local authority characteristics, schools located in a major urban conurbation (OR 1.46 (95% CI 1.24 to 1.71) urban vs rural) and schools with a higher proportion of disadvantaged pupils had higher odds of being registered for TDM (OR 1.16 (95% CI 1.02 to 1.33)). Area-based physical activity and schools' educational attainment were not significantly associated with registration to TDM. CONCLUSION: One in five primary schools in England has registered for TDM since 2012. TDM appears to be a wide-reaching school-based physical activity intervention that is reaching more disadvantaged primary school populations in urban areas where obesity prevalence is highest. TDM-registered schools include those with both high and low educational attainment and are in areas with high and low physical activity

How communication affects prescription decisions in consultations for acute illness in children:a systematic review and meta-ethnography

BACKGROUND: Communication within primary care consultations for children with acute illness can be problematic for parents and clinicians, with potential misunderstandings contributing to over–prescription of antibiotics. This review aimed to synthesise the evidence in relation to communication and decision making in consultations for children with common acute illness. METHODS: A systematic search of MEDLINE, EMBASE, CINAHL, PsycINFO, SSCI, SIGLE, Dissertation Express and NHS economic evaluation databases was conducted. Studies of primary care settings in high income countries which made direct observations of consultations and reported qualitative data were included. Included studies were appraised using the process recommended by the Cochrane Qualitative Methods Group. Credibility was assessed as high for most studies but transferability was usually assessed low or unclear. Data were synthesised using a meta–ethnographic approach. RESULTS: Thirty–five papers and 2 theses reporting on 13 studies were included, 7 of these focussed on children with respiratory tract infections (RTI) and the remaining 6 included children with any presenting illness. Parent communication focussed on their concerns and information needs, whereas clinician communication focussed on diagnosis and treatment decisions. During information exchanges, parents often sought to justify the need for the consultation, while clinicians frequently used problem minimising language, resulting in parents and clinicians sometimes talking at cross–purposes. In the context of RTIs, a range of parent communication behaviours were interpreted by clinicians as indicating an expectation for antibiotics; however, most were ambiguous and could also be interpreted as raising concerns or requests for further information. The perceived expectation for antibiotics often changed clinician decision making into clinician–parent negotiation. CONCLUSIONS: Misunderstandings occurred due to parents and clinicians talking at cross purposes about the ‘seriousness’ of the illness and because parents’ expressions of concern or requests for additional information were sometimes perceived as a challenge to the clinicians’ diagnosis or treatment decision. This modifiable problem may be an important contribution to the unnecessary and unwanted prescribing of antibiotics. Primary care clinicians should be offered training to understand parent communication primarily as expressions of concern or attempts at understanding and always to check rather than infer parental expectations