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Surveys trends in the supply and consumption of fruit in the UK, covering: the varied range of fruits available and benefits to health associated with them; improved transportation and storage capabilities; contributions by health promoters and retail marketers to increase public awareness of the benefits to health of greater consumption of fruit. Against this background, considers the findings of a recent national survey that, for one week surveyed, 21 per cent of the UK households involved purchased no fruit at all. Discusses some of the quality‐related issues of fruit growth, importation, storage and transportation, including the use of agrochemicals, irradiation processes and the genetic engineering of produce. Gives unreserved support to the efforts of various agencies to promote the benefits to health of increased consumption of fruit (and vegetables).

The purpose of this paper is to report on the implementation of the World Health Organization (WHO) trauma care checklist (TCC) (WHO, 2016) in an emergency department in a tertiary hospital in Nepal. This research was undertaken as part of a Hybrid International Emergency Medicine Fellowship programme (Subedi et al., 2020) across UK and Nepal, incorporating a two-year rotation through the UK National Health Service, via the Medical Training Initiative (MTI) (AoMRC, 2017). The WHO TCC can improve outcomes for trauma patients (Lashoher et al., 2016); however, significant barriers affect its implementation worldwide (Nolan et al., 2014; Wild et al., 2020). This article reports on the implementation, barriers and recommendations of WHO TCC implementation in the context of Nepal and argues for Transformational Leadership (TL) to support its implementation.

Explanatory mixed methods research (Creswell, 2014), comprising quasi-experimental research and a qualitative online survey, were selected methods for this research. A training module was designed and implemented for 10 doctors and 15 nurses from a total of 76 (33%) of clinicians to aid in the introduction of the WHO TCC in an emergency department in a hospital in Nepal. The quasi-experimental research involved a pre- and post-training survey aimed to assess participant’s knowledge of the WHO TCC before and after training and before the implementation of the WHO TCC in the emergency department. Post-training, 219 patients were reviewed after four weeks to identify if process measures had improved the quality of care to trauma patients. Subsequently six months later, a qualitative online survey was sent to all clinical staff in the department to identify barriers to implementation, with a response rate of 26 (n = 26) (34%) (20 doctors and 6 nurses). Descriptive statistics were used to evaluate quantitative data and the qualitative data were analysed using the five stepped approach of thematic analysis (Braun and Clarke, 2006).

The evaluation of the implementation of the WHO TCC showed an improvement in care for trauma patients in an emergency setting in a tertiary hospital in Nepal. There were improvements in the documentation in trauma management, showing the training had a direct impact on the quality of care of trauma patients. Notably, there was an improvement in cervical spine examination from 56.1% before training to 78.1%; chest examination 125 (57.07%) before training and 170 (77.62%) post-training; abdominal examination 121 (55.25%) before training and 169 (77.16%) post-training; gross motor examination 13 (5.93%) before training and 131 (59.82%) post-training; sensory examination 4 (1.82%) before training and 115 (52.51%) post-training; distal pulse examination 6 (2.73%) before training and 122 (55.7%) post-training. However, while the quality of documentation for trauma patients improved from the baseline of 56%, it only reached 78% when the percentage improvement target agreed for this research project was 90%. The 10 (n = 10) doctors and 15 (n = 15) nurses in the Emergency Department (ED) all improved their baseline knowledge from 72.2% to 87% (p = 0.00006), by 14.8% and 67% to 85%) (p = 0.006), respectively. Nurses started with lower scores (mean 67) in the baseline when compared to doctors, but they made significant gains in their learning post-training. The qualitative data reported barriers, such as the busyness of the department, with residents and medical officers, suggesting a shortened version of the checklist to support greater protocol compliance. Embedding this research within TL provided a steer for successful innovation and change, identifying action for sustaining change over time.

The study is a single-centre study that involved trauma patients in an emergency department in one hospital in Nepal. There is a lack of internationally recognised trauma training in Nepal and very few specialist trauma centres; hence, it was challenging to teach trauma to clinicians in a single 1-h session. High levels of transformation of health services are required in Nepal, but the sample for this research was small to test out and pilot the protocol to gain wider stakeholder buy in. The rapid turnover of doctors and nurses in the emergency department, creates an additional challenge but encouraging a multi-disciplinary approach through TL creates a greater chance of sustainability of the WHO TCC.

International protocols are required in Nepal to support the transformation of health care. This explanatory mixed methods research, which is part of an International Fellowship programme, provides evidence of direct improvements in the quality of patient care and demonstrates how TL can drive improvement in a low- to medium-income country.

The Nepal/UK Hybrid International Emergency Medicine Fellowships have an opportunity to implement changes to the health system in Nepal through research, by bringing international level standards and protocols to the hospital to improve the quality of care provided to patients.

To the best of the authors’ knowledge, this research paper is one of the first studies of its kind to demonstrate direct patient level improvements as an outcome of the two-year MTI scheme.

The focus of this chapter is on the effective and inclusive classroom practices for the teaching and learning of mathematics at the primary and early secondary levels. The research literature and major national and international reports on effective and inclusive mathematics teaching at the primary and secondary levels of schooling are examined. Some of the challenges to inclusive mathematics teaching are explored. Based in Florian’s (2014) inclusive pedagogical approach in action framework, a research-based exemplar of effective and inclusive primary mathematics teaching is described. The elements of effective and inclusive practices at the secondary level are outlined and a sample lesson presented. Potential impediments to inclusivity are examined.

Q‐analysis is a methodology for investigating a wide range of structural phenomena. Structures are defined in terms of relations between members of sets and their salient features are revealed using techniques of algebraic topology. However, the basic method can be mastered by non‐mathematicians. Q‐analysis has been applied to problems as diverse as discovering the rules for the diagnosis of a rare disease and the study of tactics in a football match. Other applications include some of interest to librarians and information scientists. In bibliometrics, Q‐analysis has proved capable of emulating techniques such as bibliographic coupling, co‐citation analysis and co‐word analysis. It has also been used to produce a classification scheme for television programmes based on different principles from most bibliographic classifications. This paper introduces the basic ideas of Q‐analysis. Applications relevant to librarianship and information science are reviewed and present limitations of the approach described. New theoretical advances including some in other fields such as planning and design theory and artificial intelligence may lead to a still more powerful method of investigating structure.

This article discusses findings from one phase of a research study funded by the Learning and Skills Development Agency which aims to improve the thinking and communication skills of prisoners in England and Wales. Perceptions and discussions of a qualitative case study of an offending behaviour intervention ‐ Enhanced Thinking Skills (ETS) ‐ are presented, including perceptions of the ETS experience. Discussion includes factors which affect the delivery of the programme, such as group climate and dynamics, personality differences, responses of inmates and accounts of motivation. These are set in the context of current criminal justice policy in England and Wales.

This paper describes how a problem solving approach was used to identify good practice lessons from four community safety projects implemented in Birmingham, and how these lessons were disseminated to meet the different needs of practitioners, managers and a wider community safety audience.

The National Intelligence Model, described as a ‘model for policing’, defines a process for setting priorities and a framework in which problem solving can be applied. Its strength is a systematic approach that demands standard products and consistent methods of working, which ensure high levels of ownership and accountability. The problem solving approach can also work within this framework. It provides techniques to assist in analysis and develops the tasking and co‐ordinating mechanism through multi‐agency partnerships, which can deliver more sustainable solutions.

The purpose of this paper is to examine safeguarding adults reviews (SARs) that refer to mental health legislation in order to contribute to the review of English mental health law (2018).

Searches of a variety of sources were conducted to compile a list of relevant SARs. These are summarised and their contexts assessed for what they reveal about the use and coherence of mental health legislation.

The interaction of the statutes under consideration, in particular the Mental Health Act (MHA) 1983, the Mental Capacity Act (MCA) 2005, together with the Care Act 2014, presents challenges to practitioners and the efficacy of their application is variable.

In light of the absence of a duty to report SARs to a national register, it is possible that relevant SARs were missed in the search phase of this research, meaning that the results do not present a complete picture.

Examining cases where use of legislative provisions in mental health has been found wanting or legislation may not be easily implemented may inform initiatives to increase understanding of the law in this area.

This paper’s originality and value lie in its focus on mental health legislation as discussed in SARs at a time when both the MHA 1983 and the MCA 2005 are the focus of attention for reform.

The study aimed to explore the effect of second year business students engaging in counterfactual reasoning on their unrealistic optimism regarding attainment on an employability module.

Using an experimental design, the study compared the module performance of those who generated reasons why they would and would not achieve a series of specific grades. A control group who did not generate any reasons also took part.

Students who generated reasons why they would not achieve a good grade were less likely to be unrealistically optimistic and more likely to attain a good grade on their assessment.

This is a small sample of students from one form of programme, so replication with a greater sample drawn from other programmes would increase reliability.

The results suggest an easily applied and practical way of engaging students in employability modules to support their development of a range of capitals.

The findings are considered in relation to the theory of possible selves, the value for students, particularly widening participation of students, of improved engagement with employability modules and the possibility of applying this technique in wider educational settings.

This paper extends Hoch’s (1985) original study by considering the use of counterfactual reasoning for assessment performance and offering a an easy-to-apply tool for module leaders to support student attainment in employability development modules.