Folk Horror theorisation has tended to shy away from what could be read (justifiably or otherwise) as misanthropy in the representation and uses of the folk (in the sense of common people) in its three origin films: Witchfinder General, The Wicker Man, and The Blood on Satan’s Claw. Such misanthropy chimed with conservative and reactionary political positions of the 1970s (with respect to immigration and the homegrown ‘underclass’) and was at odds with progressive developments in the critical methodologies of history disciplines. In considering this impasse, this chapter identifies the aristocratic/clerical-judicial figures who also appear in the three origin films and explores the idea that the horror seems generated by those of the upper rather than sub-proletariat classes. This reading, then, is termed ‘Squire Horror’. In order to undergo this exploration, a consideration of the concept of ‘folk’ of British folk music occurs-as re-worked in the early music and performances of Genesis. This chapter argues that Genesis, at this point, both embraced and made strange foundational folk notions, aligned to a mythical Victorian era, explored through its juvenilia and upper-class cultures. In performance, ‘The Musical Box’ adds a paedophilic context to the supernatural narrative of the recorded song, and represents an upending of notions of Victorian propriety and morality and advances the idea of an excavation of previously repressed secrets. This critical position on the Victorian upper classes and culture is considered in respect to the coming strategy of a renewed moralism on the part of the British Conservative Party under Margaret Thatcher, via a ‘return to Victorian values’. In this respect, Squire Horror can be considered to critically engage with a key ideological discourse of the 1970s. The chapter concludes with a preliminary filmography of British Squire Horror, acknowledging that this grouping is not as strong or artistically coherent as Folk Horror filmographies.

Aim. This survey was conducted to determine the type and frequency of antibiotics (AB) use for the prevention of infections in dental third molar (M3) extraction and implantation procedures (DIP) among UK dentists and the opinions underpinning their practice. Methods and design. Systematic reviews of the evidence were undertaken alongside this survey of practicing dentists in the United Kingdom to identify the opinions and practices of those undertaking the procedures. With ethical approval, a survey was designed for online delivery and was sent to every dental practitioner in the UK with a publicly available email address or social media contact. The opening page provided the project information sheet and proceeding to complete and submit the questionnaire was considered consent to participate. The online survey was circulated to 900 identified addresses and a total of 145 responses were received. Responses were collated in Microsoft® Excel™ and analyzed using IBM® SPSS™ plus thematic analysis of free text responses. Results. There were 42% of participants (n=61) who discouraged AB prophylactic use in M3 extractions in people with no systemic conditions and who also preferred postoperative AB use when required. Where, 57.9% of respondents (n=84) supported the short-term use of ABs (5-7 days) for M3 extraction and 53% (n=77) in DIP placement in patients with no relevant medical history. As an ad hoc finding, dentists reported on the negative impact of heavy smoking and oral parafunctional behavior on DIP success. Conclusion. The use of antibiotics and broad spectrum antibiotics remains higher than current guidelines would recommend. Further research is required to clarify the specific risks arising from underlying medical conditions to further clarify where prophylaxis is required.

Inspired by role conceptualisations and calls to rethink and reshape activities and competences of professionally qualified HRD practitioners, we examine HRD’s role and its associated activities through established versions of role theory. We ask: To what extent is there congruence in role expectations of HRD practitioners and other stakeholders? We study this question by interviewing 71 HRD practitioners and non-HRD managers across 16 organisations in three countries (US/UK/NL) and by analysing their responses on HRD role expectations and perceptions, congruences and incongruences. We map our findings on a 2 × 2 matrix and find that only a small number of organisations see professional HRD practitioners as strategic partners; most organisations find themselves within a more operational HRD role definition, or somewhere ‘on the fence’, with mixed ideas of role perceptions. Yet, a few organisations struggle to find alignment on HRD’s strategic aspirations and how those play out in practice. While our findings highlight the progress that HRD practice has made towards strategic partnership, we conclude that many HRD practitioners struggle to gain a seat at the table. We close our paper by discussing implications for HRD practice and scholarship.

The high costs of predation and the opportunity costs associated with predator avoidance are likely to select for flexibility in the development of antipredator responses based on local socioecological conditions. As group size is hypothesized to vary across populations as a function of predation risk, the development of antipredator behaviours throughout ontogeny may be influenced by the size of an individual's social group. Here, we explore the development of alarm call responses in wild vervet monkeys living at the Samara Game Reserve, South Africa. Vervet monkeys at this site live in relatively large social groups, and adult responses to alarms have previously shown less uniformity than in other sites where group sizes are smaller. We presented monkeys playback recordings of terrestrial alarm calls produced by individuals of different age–sex classes. We then videorecorded and scored the responses of receivers along an ordinal maturity scale. We used a mixed-effects ordinal logistic regression model within a Bayesian framework to explore how response intensity is affected by the age–sex of the caller, and the age of receivers. Our analysis showed that younger monkeys (<2 years old) exhibit strong evasive responses to call stimuli, regardless of the age–sex class of the caller. The intensity of these responses decreases with age, with responses to nonalarm calls decreasing earlier in development than responses to alarm calls. Adult responses to alarm calls in this population are as likely to be characterized by a general increase in vigilance as they are to consist of an evasive response. We suggest that responses in younger individuals at Samara are mediated by generalized startle responses to loud, plosive noises. Development of more specific responses throughout ontogeny is likely to be dependent on learning from adult models, whose milder responses reflect local socioecological conditions specific to Samara.

Purpose: Technology is sometimes used to support assessments of academic research in the form of automatically generated bibliometrics for reviewers to consult during their evaluations or by replacing some or all human judgements. With Artificial Intelligence (AI), there is increasing scope to use technology to assist research assessment processes in new ways. Since transparency and fairness are widely considered important for research assessment and AI introduces new issues, this review investigates their implications. Design/methodology/approach: This articles reviews and briefly summarises transparency and fairness concerns in general terms and through the issues that they raise for various types of Technology Assisted Research Assessment (TARA). Findings: Whilst TARA can have varying levels of problems with both transparency and bias, in most contexts it is unclear whether it worsens the transparency and bias problems that are inherent in peer review. Originality: This is the first analysis that focuses on algorithmic bias and transparency issues for technology assisted research assessment.

Workplace sexual harassment, particularly in hospitality, is a significant issue with many implications. For decades, assessing its scope and impact has drawn the attention of scholars, but some gaps still exist. Based on Rational Choice Theory, this paper explored employee conformance behavior to sexual harassment in relation to organization strategic commitment and employee wellbeing in the global south context. A total of 712 completed questionnaires were collected from Nigeria and Ghana. WarpPLS version 8.0 partial least squares structural equation structural modelling was employed to assess the research model. Results revealed that hotel workers’ behaviors towards awareness and management of sexual harassment are nonlinear and complex. Conformance behavior, despite conceived by employees as an economic coping strategy, proved to be a temporary measure and is disadvantageous to wellbeing. An important managerial implication of this study is the need for education about what sexual harassment is and how it impacts employees’ wellbeing.

This case study aimed to identify the lessons learned from using m- Learning in project-based learning as a potential to improve the oral skills of EFL students in a Language Use Course at a Palestinian university during the second semester of the academic year 2019/2020. Despite the sudden closure of universities due to the spread of the COVID-19 pandemic, teachers had to evaluate students’ oral proficiency in effective use of vocabulary and expressions found in the course, improvising daily life situations, with decent fluency and enjoyment. The participants were 97 (19 males and 78 females) EFL learners majoring English, who were enrolled in the Language Use course. The participants were assigned a project-based task to develop their speaking skill through collaborative projects that were submitted at the end of the course to evaluate their skills and performances. To achieve this objective, a project-based cycle (OMEGA-P) was developed, and semi-structured interviews via Messenger and WhatsApp were also administered with students. Findings showed impressive signs of creative outputs manifested in various skills. The findings also highlighted the effectiveness of using project-based experience as an approach to online ‘Discussion Sessions’ that provided a flexible and enjoyable learning environment, that enhanced students’ self-confidence through active involvement with real communicative situations with other students as well as with the teacher.

Introduction: Expectations of mentors vary in relation to the judgements made in the assessment of student nurses’ clinical competence. It is not clear in the existing literature how the subjective nature of judgements impacts on the student nurse. Aim: This research aims to explore the subjective nature of judgments of student nurse competency by mentors within clinical practice placements and how this is perceived and experienced by adult student nurses. Methods: A qualitative approach, focusing on adult student nurses’ experiences, perceptions and voice was utilised. A purposive sample of 10 participants was recruited and one-to-one semi-structured interviews were undertaken. An interpretive phenomenological analytical framework was employed to conduct the analysis of interviews. Findings: Findings from each participant were discussed in relation to their experiences and perceptions of the impact of mentors’ judgements of the assessment of their clinical competence. A cross case comparison was then undertaken with common themes being drawn across participants aligned to the complexities of being a student, the impact of the mentor role, the contribution of the clinical learning environment, relationship with your mentor and how the mentor’s judgement of the individual impacts on the assessment of their clinical competence. Discussion and Recommendations: The study contributes to the evidence base by being one of the first to specifically focus on the student voice and provide findings in relation to the adult student nurse experiences and perceptions of impact pertaining to the judgements made by mentors of their assessment of clinical competence. Significant findings portrayed the personal and emotional impact this had on participants in relation to their learning, development and progression aligned to the assessment process, mentor’s judgements, mentor’s approach, attitudes and characteristics. Dissemination of findings is key to support the development and further training of practice assessors and supervisors involved in the assessment of student nurse clinical competence. Further recommendations for higher education institutions to address at a Local, Regional and National level were highlighted focusing on student support, coping strategies, practice assessor/supervisor preparation, peer support, and consistency for clinical competency assessment.