What is the association between sickness absence, mortality and morbidity?

This paper examines the area-level relationships in England and Wales between sickness absence (‘incapacity benefit’), mortality and morbidity. It uses a random sample of incapacity benefit claims, and population counts of mortality and Census morbidity for local government districts. Although there is little correspondence between sickness absence claims by specific cause and mortality, all cause sickness absence has a strong relationship with all cause mortality (male r 0.74, p=0.00; female r 0.64, p=0.00) and it also has a very strong relationship with the Census measures of morbidity: LLTI (male r 0.98, p=0.00; female r 0.97, p=0.00) and ‘not good health’ (male r 0.99, p=0.00; female r 0.96, p=0.00). Incapacity benefit claims by all causes has the potential to provide an ongoing measure of area-level health in England and Wales

CIVIC LIFE: Evidence Base for the Triennial Review

This document forms part of the Equality and Human Rights Commission triennial review and covers equalities in civic life. It examines equality in political participation, freedom of language and freedom of worship. The primary aim is to map the various dimensions of equality and inequality in participation in civic and political life. We explore and review equalities, good relations and human rights in relation to civic life, and where possible we examine some of the driving forces behind the differences that we observe

Knowledge Exchange Trials: Pilot Programme Bridging the Academic-Policy Divide

The ESRC supported Manchester and Cambridge Universities to undertake pilot knowledge exchange projects in 2013-2014 to extend understanding of the issues facing social scientists seeking to interact with non academic communities and to increase knowledge of effective knowledge exchange (that helps non academics apply social science to their work for positive social and economic benefit). This is a brief summary of University of Manchester’s pilot knowledge exchange project

Oh, Jeremy Corbyn! Why did Labour Party membership soar after the 2015 general election?

This article investigates the remarkable surge in individual membership of the Labour Party after the general election of May 2015, particularly after Jeremy Corbyn was officially nominated as a candidate for the leadership in June of that year. Using both British Election Study and Party Members Project data, we explain the surge by focussing on the attitudinal, ideological and demographic characteristics of the members themselves. Findings suggest that, along with support for the leader and yearning for a new style of politics, feelings of relative deprivation played a significant part: many ‘left-behind’ voters (some well-educated, some less so) joined Labour for the first time when a candidate with a clearly radical profile appeared on the leadership ballot. Anti-capitalist and left-wing values mattered too, particularly for those former members who decided to return to the party

Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project

Despite the growing interest in digital literacy within educational policy, guidance for secondary educators in terms of how digital literacy translates into the classroom is lacking. As a result, many teachers feel ill-prepared to support their learners in using technology effectively. The DigiLit Leicester project created an infrastructure for holistic, integrated change, by supporting staff development in the area of digital literacy for secondary school teachers and teaching support staff. The purpose of this article is to demonstrate how the critique of existing digital literacy frameworks enabled a self-evaluation framework for practitioners to be developed. Crucially, this framework enables a co-operative, partnership approach to be taken to pedagogic innovation. Moreover, it enables social and ethical issues to underpin a focus on teacher-agency and radical collegiality inside the domain of digital literacy. Thus, the authors argue that the shared development framework constitutes a new model for implementing digital literacy aimed at transforming the provision of secondary education across a city

Britain and globalization

Many perspectives on globalization see it as differentiated in its effects and reception, culturally driven, either pre-modern or post-modern, best captured by globalist or sceptical perspectives, and an equalising phenomenon. This article discusses the British experience of globalization in the light of such approaches and argues that looking at this case gives an alternative view. Six themes on globalization are explored across four areas of the British experience of globalization. It is argued that in Britain globalization is, in contrast to the approaches outlined above, differentiated but also generalising, economically driven, modern, best understood with a mix of globalist and sceptical perspectives and structured by power, inequality and conflict. It is also argued that the British experience of globalization is a specific one and that Britain is a very globalized and globalizing country, economically, culturally and politically

The impact of the Great Exhibition of 1851 on the development of technical education during the second half of the nineteenth century

This paper examines the contribution made by the mechanics’ institute movement in Britain just prior to, and following, the opening of the Great Exhibition of 1851 in London. It argues that far from making little contribution to education, as often portrayed by historians, the movement was ideally positioned to respond to the findings of the Exhibition, which were that foreign goods on display were often more advanced than those produced in Britain. The paper highlights, through a regional study, how well suited mechanics’ institutes were in organising their own exhibitions, providing the idea of this first international exhibition. Subsequently, many offered nationally recognised technical subject examinations through relevant education as well as informing government commissions, prior to the passing of the Technical Instruction Acts in 1889 and the Local Taxation Act of 1890. These acts effectively put mechanics’ institutes into state ownership as the first step in developing further education for all in Britai

British trade unions and the academics: the case of Unionlearn

Unionlearn and union learning representatives were developed by the British TUC to match workers with education and training opportunities, strengthen the economy, foster market inclusion and facilitate social mobility. Their contribution to union revitalisation was emphasised. This article questions whether, with unions confronting global crisis, this is a necessary initiative. It stemmed from TUC failure to achieve policy goals, institutional needs, consequent acceptance of a lesser role, and the availability of state finance. Claims by academics that it provides influence over state policy and contributes to revitalisation remain inadequately evidenced. Union resurgence is not immanent. The way forward is through adversarial grassroots organising and socialist education, not through retooling capital, improving members’ marketability and partnership with a hostile state

Locating mathematics within post-16 vocational education in England

The political importance of mathematics in post-16 education is clear. Far less clear is how mathematics does and should relate to vocational education. Successive mathematics curricula (e.g. core skills, key skills) have been developed in England with vocational learners in mind. Meanwhile, general mathematics qualifications remain largely disconnected from vocational learning. Following a brief historical survey of mathematics within vocational education, the paper presents findings from a nested case study of student groups in three large Further Education colleges in England. The primary unit of analysis herein is student groups learning Functional Mathematics in two vocational areas: construction and hairdressing. We show how approaches to organising teaching, developing connected curricula and classroom pedagogy tend to isolate or integrate mathematics from/with the vocational experience. Integrated approaches are shown to impact positively on student engagement and attitudes to learning mathematics. The paper concludes by discussing the potential impact of academic qualifications displacing vocationally relevant mathematics

Mutual aid groups in psychiatry and substance misuse

Background: Mutuality is a feature of many ‘self-help groups’ for people with mental health and/or substance misuse needs. These groups are diverse in terms of membership, aims, organisation and resources. Collectively, in terms of the pathways for seeking help, support, social capital or simply validation as people, mutual aid groups figure at some time in the life story of many psychiatric and/or substance misuse patients. From the viewpoint of clinical services, relations with such groups range from formal collaboration, through incidental shared care, via indifference, to incomprehension, suspicion, or even hostility. How should mental health and substance misuse clinicians relate to this informal care sector, in practice? Aims: To synthesise knowledge about three aspects of the relationship between psychiatric/substance misuse services and mutual aid groups: profile groups' engagement of people with mental health and/or substance misuse needs at all stages of vulnerability, illness or recovery; characterise patterns of health benefit or harm to patients, where such outcome evidence exists; identify features of mutual aid groups that distinguish them from clinical services. Method: A search of both published and unpublished literature with a focus on reports of psychiatric and substance misuse referral routes and outcomes, compiled for meta-synthesis. Results: Negative outcomes were found occasionally, but in general mutual aid group membership was repeatedly associated with positive benefits. Conclusions: Greater awareness of this resource for mental health and substance misuse fields could enhance practice