Commentary on Henrician Proclamation 1538:A Proclamation Prohibiting Unlicensed Printing of Scripture (1538)

Royal Proclamation prohibiting the printing and publishing of ecclesiastical and other books without prior licence, as well as the importation, sale and publication of English language texts printed on the continent. This Proclamation established the precedent for the pre-publication licensing of literary works in England.
The commentary describes the background to the Proclamation, in particular the significance of the English Reformation, and Henry VIII's increasing interest in regulating and censuring the press. The commentary suggests that while this early instance of press intervention influenced governmental attitudes to censorship throughout the next 150 years, one of the crucial differences between this and later models of ideological control was that the 1538 Proclamation sought to censure print materials in a manner that was decoupled from the economic ownership and exploitation of such works.

Commentary on Bach v. Longman (1777)

A case, initiated by two composers, Johann Christian Bach and Karl Friedrich Abel, concerning whether or not printed music fell within the protection of the Statute of Anne 1710 (uk_1710). Lord Mansfield holds that published music is protected as ‘writing' within the terms of the legislation.
The commentary explores attitudes to the protection of music throughout the eighteenth century on the part of publishers, composers and musicians, and in particular the use of the printing privilege by some composers to secure the right to publish their work, and the efforts of the music publishers to secure legislative protection in the mid-eighteenth century.

Commentary on International Copyright Act 1838

Legislation providing that the British monarch could, by Order in Council, grant copyright protection, within Britain and its Dominions, to the authors of literary works first published abroad for a period specified within the Order but not exceeding the domestic copyright term. The Act provided the first occasion on which the British legislature offered the possibility of copyright protection for the work of foreign authors. Its timing is indicative of the widespread attention which the issue of international copyright had begun to attract in Britain, on the continent, and in the United States. The commentary describes the background to the legislation in relation to British attitudes to the importation of foreign works throughout the sixteenth, seventeenth and eighteenth centuries, and in the context of early nineteenth century debates before the courts as to whether the work of foreign authors was in any event protected under existing legislative measures (see also: uk_1854). The commentary also explores the reasons for the failure of the British government to successfully negotiate any bilateral agreements under the legislation, but nevertheless suggests that the 1838 Act provided an important platform upon which to build a subsequent and more successful regime of international copyright protection (see also: uk_1844; uk_1852; uk_1886).

Loyalism, Women and Standpoint Theory

Most recent studies of Loyalism in Northern Ireland have focused on the nature and development of Loyalist paramilitaries and their methods, ideology and attitudes to the peace process. This article argues that the nature of Loyalist paramilitarism is primarily masculinist and that there is a perspective that has gone generally unheard from women in Loyalist communities. Using standpoint theory, evidence from interviews with women in Loyalist communities associated with Belfast is analysed and a picture is formed that suggests that there are gendered attitudes towards women who become involved in the conflict through paramilitary organisations and that paramilitaries are not representative of their communities. It is concluded that researchers need to bear in mind the gender dimensions of their work and be aware of who is present and who is absent when research is being carried out.

Challenges and barriers in primary school education: The experiences of Traveller children and young people in Northern Ireland

Exclusion, discrimination and widespread disadvantage are issues common to the Traveller community. Children from the Traveller community are often seen as the most at risk within the education system in respect of attendance, attainment and bullying. In this article, we consider the views of Traveller children and parents with respect to primary level education in Northern Ireland and assess the level of support that exists to help Traveller children within the education system. The findings from the research are discussed with reference to institutional discrimination and the varying experiences of children and their families, including an identification of positive attitudes to education contrary to typical stereotypes.

Knowledge and acceptance of Human Papillomavirus (HPV) and HPV vaccination in adolescent boys worldwide: a systematic review

Aim

To determine HPV and HPV vaccine awareness, knowledge and acceptance in male adolescents worldwide.

Methods

A mixed methods systematic review was conducted. In accordance with PRISMA guidelines, relevant literature was identified through an electronic database search using specified keywords from inception to September 2015. Non-interventional studies presented in English that assessed HPV knowledge and provided data on male adolescents were included. If available, data on HPV and HPV vaccine perceptions, attitudes and/or HPV vaccine acceptance were also extracted. All studies were critically appraised to provide an indication of methodological quality. Results were compiled using a convergent synthesis.

Results

22 papers were included. The majority of studies were cross-sectional and conducted in the US and Europe. Across continents, regardless of a country’s HPV vaccination programme status, boys’ knowledge of HPV and/or HPV vaccination was generally low to moderate and significantly lower than female knowledge or awareness. There was a disagreement in the association of knowledge and vaccine acceptance, with higher knowledge not always being predictive of acceptance.

Conclusions

Comparison and synthesis of research concerning HPV knowledge and attitudes was made difficult due to the lack of universal definition of vaccine acceptance, and no universally accepted tool for its measurement or for the measurement of HPV knowledge. It is imperative that future research utilises consistent measures of HPV knowledge and attitudes to facilitate interpretation and comparison across studies internationally. Prospective longitudinal studies would be more informative providing data on factors that influenced the move from vaccine intention to uptake.

Community Perspectives On Public Order Policing in Northern Ireland

In 2011 the Chief Constable of the PSNI commissioned a review of public order policing in Northern Ireland, following closely behind a review of public order policing in Britain undertaken by Her Majesty’s Inspectorate of Constabulary (HMIC) (2011). As part of the review, the PSNI decided to adopt a ‘twin-track’ approach, with an internal review of organisational practice, experiences and roles/responsibilities; and an independent external review of community experiences of public order policing across the country. The external strand to the review was publically tendered during the first half of 2012 and was awarded to a joint bid by the University of Ulster and the Institute for Conflict Research. The overall aim of the research was to inform the PSNI’s review of public order policing in the widest possible sense so that community experiences and attitudes may be considered by the PSNI as part of decisions taken about future changes in police strategy and tactics on public order issues, with full cognisance of their community impact. In regard to the specific objectives, the research was tasked with the following:

• Provide qualitative information on community experiences and attitudes to public order policing;
• Identify critical issues, dilemmas and debates resulting from public order policing as delivered by the PSNI – both in terms of communities directly and indirectly affected;
• Highlight issues for the PSNI consideration in terms of carrying out its task of maintaining public order while upholding the human rights of all; and
• Explore the above issues in respect of both the PSNI’s style and tactics, along with community attitudes and approaches.

A realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare professionals

Objective: To determine what, how, for whom, why, and in what circumstances educational interventions to improve the delivery of nutrition care by doctors and other healthcare professionals work?

Design: Realist synthesis following a published protocol and reported following Realist and Meta-narrative Evidence Synthesis: Evolving Standards (RAMESES) guidelines. A multidisciplinary team searched Medline, CINAHL, ERIC, EMBASE, PsyINFO, Sociological Abstracts, Web of Science, Google Scholar, and Science Direct for published and unpublished (grey) literature. The team identified studies with varied designs; appraised their ability to answer the review question; identified relationships between contexts, mechanisms, and outcomes (CMOs); and entered them into a spreadsheet configured for the purpose. The final synthesis identified commonalities across CMO configurations.

Results: Over half of the 46 studies from which we extracted data originated from the US. Interventions that improved the delivery of nutrition care improved skills and attitudes rather than just knowledge; provided opportunities for superiors to model nutrition care; removed barriers to nutrition care in health systems; provided participants with local, practically relevant tools and messages; and incorporated non-traditional, innovative teaching strategies. Operating in contexts where student and qualified healthcare professionals provided nutrition care in both developed and developing countries, these interventions yielded health outcomes by triggering a range of mechanisms, which included: feeling competent; feeling confident and comfortable; having greater self-efficacy; being less inhibited by barriers in healthcare systems; and feeling that nutrition care was accepted and recognised.

Conclusion: These findings show how important it is to move education for nutrition care beyond the simple acquisition of knowledge. They show how educational interventions embedded within systems of healthcare can improve patients’ health by helping health students and professionals to appreciate the importance of delivering nutrition care and feel competent to deliver it.