What, who and when? Incorporating a discrete choice experiment into an economic evaluation

ACKNOWLEDGEMENTS: The Medman study was funded by the Department of Health for England and Wales and managed by a collaboration of the National Pharmaceutical Association, the Royal Pharmaceutical Society of Great Britain, the Company Chemist Association and the Co-operative Pharmacy Technical Panel, led by the Pharmaceutical Services Negotiating Committee. The research in this paper was undertaken while the lead author MT was undertaking a doctoral research fellowship jointly funded by the Economic and Social Research Council (ESRC) and the Medical Research Council (MRC). The Health Economics Research Unit (HERU), University of Aberdeen is funded by the Chief Scientific Office of the Scottish Government Health and Social Care Directorate.

Evaluating the Business Impact of Social Science: a report to the ESRC

This report presents the main findings from a project entitled ‘Evaluating the Business Impact of Social Science', commissioned by the Economic and Social Research Council (ESRC) and undertaken by a team of researchers from the University of Hull. In brief, the project involved an examination of the processes through which social science research and related activities impact upon business (defined broadly to incorporate large and small private sector businesses as well as social enterprises, but excluding public sector organisations) in relation to three of the UK’s leading business/management schools that have received significant amounts of ESRC funding in recent years: Cardiff Business School, Lancaster University Management School, and Warwick Business School

Future directions for child anxiety theory and treatment

The aim of this introductory paper, and of this special issue of Cognition and Emotion, is to stimulate debate about theoretical issues that will inform child anxiety research in the coming years. Papers included in this special issue have arisen from an Economic and Social Research Council (ESRC, UK) funded seminar series, which we called Child Anxiety Theory and Treatment (CATTS). We begin with an overview of the CATTS project before discussing (1) the application of adult models of anxiety to children, and (2) the role of parents in child anxiety. We explore the utility of adult models of anxiety for child populations before discussing the problems that are associated with employing them uncritically in this context. The study of anxiety in children provides the opportunity to observe the trajectory of anxiety and to identify variables that causally influence its development. Parental influences are of particular interest and new and imaginative strategies are required to isolate the complex network of causal relationships therein. We conclude by suggesting that research into the causes and developmental course of anxiety in children should be developed further. We also propose that, although much is known about the role of parents in the development of anxiety, it would be useful for research in this area to move towards an examination of the specific processes involved. We hope that these views represent a constructive agenda for people in the field to consider when planning future research.

Creating innovation in small and medium-sized enterprises:evaluating the short-term effects of the creative credits pilot

This working paper looks at the short-term impact of the Creative Credits pilot scheme which operated in the Manchester City Region in the North West of England from September 2009 to September 2010, and was funded by NESTA, Manchester City Council, the North West Development Agency, the Economic and Social Research Council (ESRC) and the Arts and Humanities Research Council (AHRC). Creative Credits is a business-to-business (B2B) voucher mechanism designed to encourage small and medium-sized enterprises (SMEs) to work innovatively with creative companies. Businesses receive credits worth £4,000, which they must match with at least £1,000, to spend with creative firms on a variety of creative services.

Sustainable use of organic resources for bioenergy, food and water provision in rural Sub-Saharan Africa

Acknowledgements We are grateful to the United Kingdom Economic and Social Research Council Nexus Network for funding this work.

Sustainable use of organic resources for bioenergy, food and water provision in rural Sub-Saharan Africa

Acknowledgements We are grateful to the United Kingdom Economic and Social Research Council Nexus Network for funding this work.

In-situ infrared spectroscopy as a non-invasive technique to study carbon sequestration at high pressure and high temperature

We would like to thank EPSRC for a Doctoral Training Grant (G.A.M) and the Erasmus programme for supporting the study visit to Turin (R.W). We would also like to thank Dr. Federico Cesano for SEM/EDX measurements and for fruitful discussion. Dr. Jo Duncan is thanked for his tremendous insight during XRD interpretation.

A bidirectional relationship between executive function and health behavior : evidence, implications, and future directions

This work was supported by a grant from the UK Economic and Social Research Council (ES/L010437/1).

Sustainable use of organic resources for bioenergy, food and water provision in rural Sub-Saharan Africa

Acknowledgements We are grateful to the United Kingdom Economic and Social Research Council Nexus Network for funding this work.

Brain matters…in social sciences

Here we offer a general introduction to cognitive neuroscience and provide examples relevant to psychology, healthcare and bioethics, law and criminology, information studies, of how brain studies have influenced, are influencing or show the potential to influence the social sciences. We argue that social scientists should read, and be enabled to understand, primary sources of evidence in cognitive neuroscience. We encourage cognitive neuroscientists to reflect upon the resonance that their work may have across the social sciences and to facilitate a mutually enriching interdisciplinary dialogue.

Do children copy an expert or a majority? Examining selective learning in instrumental and normative contexts

This study examined whether instrumental and normative learning contexts differentially influence 4- to 7-year-old children’s social learning strategies; specifically, their dispositions to copy an expert versus a majority consensus. Experiment 1 (N = 44) established that children copied a relatively competent “expert” individual over an incompetent individual in both kinds of learning context. In experiment 2 (N = 80) we then tested whether children would copy a competent individual versus a majority, in each of the two different learning contexts. Results showed that individual children differed in strategy, preferring with significant consistency across two different test trials to copy either the competent individual or the majority. This study is the first to show that children prefer to copy more competent individuals when shown competing methods of achieving an instrumental goal (Experiment 1) and provides new evidence that children, at least in our “individualist” culture, may consistently express either a competency or majority bias in learning both instrumental and normative information (Experiment 2). This effect was similar in the instrumental and normative learning contexts we applied.

Cuestiones de equidad en Educaci??n Especial desde la perspectiva de g??nero

Resumen tomado del autor. Resumen en castellano e ingl??s. Notas a pie de p??gina. Este art??culo se incluye en el monogr??fico 'Did??cticas espec??ficas'

Moving from medical to health systems classifications of deaths : extending verbal autopsy to collect information on the circumstances of mortality

Funding A Health Systems Research Initiative Development Grant from the UK Department for International Development (DFID), Economic and Social Research Council (ESRC), Medical Research Council (MRC (and the Wellcome Trust (MR/N005597/1) funds the research presented in this paper. Support for the Agincourt HDSS including verbal autopsies was provided by The Wellcome Trust, UK (grants 058893/Z/99/A; 069683/Z/02/Z; 085477/Z/08/Z; 085477/B/08/Z), and the University of the Witwatersrand and Medical Research Council, South Africa.

Verstehen, was zählt. Ein Forschungsbericht über quantitative Arbeitsformen im Linguistik- und Deutsch-als-Fremdsprache-Unterricht in Großbritannien

UK schools and universities are trying to remedy a nationally recognized skills shortage in quantitative methods among graduates. This article describes and analyses a research project in German Studies funded by the Economic and Social Research Council (ESRC) aimed at addressing the issue. The interdisciplinary pilot project introduced quantitative methods into undergraduate curricula not only in Linguistics, but also in German Studies.