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Numerous spirituality models and tools have been developed in health education and research, but a gap still exists around the conceptual clarity and articulation of spirituality among nurses and healthcare providers. Nurses and healthcare providers still find it difficult to interpret and apply the concepts of spirituality in their practice settings. This paper provides a concept analysis of spirituality using the Walker and Avant method of conceptual analysis. Several databases including conceptual and empirical literature from various disciplines have been used. The defining attributes of spirituality included spirituality and religion as a separable or mutual construct, spirituality as a personal construct, wholeness and integration, meaning making and purpose, sense of connectedness and relationship, transcendence, inner source of power, energy, and strength. Major antecedents of spirituality found were faith, personal values, and belief systems, and life adversities. Consequences of spirituality included personal/spiritual growth and wellbeing, resilience, and religiousness. Spirituality is a unique and personal human experience, an individualised journey characterised by multiple experiential accounts such as meaning making, purpose, connectedness, wholeness and integration, energy, and transcendence. Spiritual experiences are often difficult to examine and measure using scientific tools and empirical language. Healthcare providers need to fully understand and apply spirituality and spiritual care aspects to provide holistic person-centred care.

يطرح الكتاب عددا من المفاهيم والنصائح العملية على القارئ في دعوة إلى تجربتها ومشاركتها والتعليق عليها ، والإسهام في تحقيق أهداف الصحة والعدالة الاجتماعية، إذ يستمد هذا العمل إلهامه من مجال أبحاث الأنظمة الصحية، مع أنه يستهدف في المقام الأول الباحثين المهتمين بقضايا الدول المنخفضة والمتوسطة الدخل إلا أن هذا العمل سيحظى باهتمام شرائح أخرى، ويعرض قصصا ونماذج ناجحة تتعلق بتفعيل المعرفة من قبل الباحثين في جميع مجالات التطوير.

Ultralight dark matter (ULDM) has emerged as a compelling alternative to the standard cold dark matter (CDM) model by forming quantum-pressure-supported solitonic cores that address small-scale structure anomalies. In this work, we investigate the dynamics of solitons in ULDM by numerically evolving scalar field configurations under gravity, incorporating a range of interaction terms. We analyse soliton formation, stability, and collisions driven solely by quantum pressure and gravity, focusing first on the non-interacting case. We then introduce self-interactions via quartic, axion monodromy, logarithmic, and Sinh-Gordon potentials, each inducing distinct dynamical behaviour: repulsive quartic terms enhance stability, attractive interactions can lead to collapse, axion monodromy introduces saturation effects that modify core compactness, logarithmic terms suppress central density growth, and Sinh-Gordon interactions lead to deformation and fragmentation at high strengths. In order to analyse the effect of photon interactions beyond self-interactions, we observe the destabilization of solitonic structures even in the absence of scalar self-couplings. When both self- and photon-interactions are incorporated, soliton dynamics become highly sensitive to the specific potential, significantly influencing post-collision behaviour and long-term coherence. We provide a comprehensive analysis of soliton dynamics in ULDM across varying interaction types and parameter regimes, highlighting the complex dynamical behaviour of these quantum structures.

Language assessment literacy (LAL) is a critical field for researchers, scholars, or anyone interested in improving the language teaching environment. Understanding the basics of testing and the ability to perform testing-related activities becomes more significant in test-oriented countries. As such, in the extremely exam-oriented milieu of Bangladesh, giving tests and preparing students for high-stakes tests are the two core tasks performed by language teachers. English teachers’ readiness and ability to perform various test-related tasks determine the quality of English education in the country. In this regard, earlier studies have investigated various factors related to English language teaching. However, the assessment literacy of teachers has rarely been investigated within the context of Bangladeshi language teaching. There is no publication or broader research to understand how LAL operates in English teachers in the country. Considering the test-oriented nature of Bangladesh, it is essential to explore if the LAL of language teachers is benefitting classroom teaching and learning. Hence, this research aims to examine the nature and functionality of LAL among English teachers in Bangladesh. The study focused on two central concerns: first, whether the English teachers in the country are academically and professionally ready to perform various testing tasks; and second, how the teachers perceive LAL in their teaching practices. Semi-structured interviews were used as the data collection method for this qualitative study. The results provided insights into how the inadequate academic and professional testing background of teachers hindered their performance in conducting assessment-related tasks and contributed to their limitations in the use of assessments to improve teaching. Based on the findings, the article concludes with suggestions that can be implemented to develop language assessment awareness of English teachers in Bangladesh.

Polyelectrolytes are an important class of polymeric materials and are increasingly used in complex industrial formulations. A core use of these materials is in mixtures with surfactants, where a combination of hydrophobic and electrostatic interactions drives unique solution behavior and structure formation. In this review, we apply a molecular level perspective to the broad literature on polyelectrolyte-surfactant complexes, discussing explicitly the hydrophobic and electrostatic interaction contributions to polyelectrolyte surfactant complexes (PESCs), as well as the interplay between the two molecular interaction types. These interactions are sensitive to a variety of solution conditions, such as pH, ionic strength, mixing procedure, charge density, etc. and these parameters can readily be used to control the concentration at which structures form as well as the type of structure in the bulk solution.

Anaplasma marginale ( A . marginale ), Anaplasma ovis ( A . ovis ) and Theileria ovis ( T . ovis ) are among the most commonly reported intracellular tick borne pathogens that infect ruminants across the globe causing huge economic losses. This study aims to report the prevalence and phylogenetic evaluation of these three pathogens infecting sheep and goats (n = 333) that were enrolled from Fort Munro region in Pakistan by using msp1b , msp4 and 18S rRNA genes for A . marginale , A . ovis and T . ovis respectively. Results revealed almost similar infection rates in sheep and goats with an overall prevalence of 11% for A . marginale , 28% for A . ovis and 3% for T . ovis . Concurrent infection was also recorded, however, the number of animals infected with two pathogens (n = 24; 7.2%) was higher than infection with three pathogens (n = 2; 0.6%). Risk factor analysis revealed that sheep reared in small herds had higher A . marginale (P = 0.03) and A . ovis (P = 0.04) infection rates compared to those from large herds. In addition, it was observed that bucks (P ≤ 0.05) and tick-free goats (P ≤ 0.05) exhibited higher A . ovis infection rates than nannies. Phylogenetic analysis of all three pathogens showed that Pakistani isolates were clustered together and were closely related to previously deposited Pakistani isolates as well as with those that were reported from worldwide countries. In conclusion, we are reporting that Pakistani sheep and goats have A . marginale , A . ovis and T . ovis mediated infections and control measures should be taken against them to improve the productivity of the livestock sector.

Background: Increasing the diversity of the health and social care workforce leads to improved quality of care for patients, better patient adherence to medical and self-care regimes, and improved outcomes. This paper presents the details of the design, delivery, and evaluation of the Collaboraborative Targeted Outreach Programme (CTOP) which is a culturally competent outreach intervention developed from research and co-designed with people from diverse backgrounds living in Luton, Bedford and Milton Keynes (BLMK), three towns in the UK, to engage with young people, parents, career-switchers and underrepresented groups to improve knowledge, perceptions, status and the numbers of people choosing courses and careers in health and social care. Approach: The CTOP intervention has been delivered at community events in BLMK. Integral to CTOP is an embedded culturally competent approach to community engagement, utilising bi-lingual community researchers from local communities who were able to develop tailored messages as trusted messengers. Attendees at all CTOP events took part in a healthcare professionals quiz and heard life stories from professionals from diverse backgrounds working in health and social care. School pupils also visited the simulation suite and library. University staff and health and social care professionals were available at all events to answer questions. The BLMK community and school pupils were also invited to watch a live performance of the CTOP play which was developed in collaboration with Komola Collective  https://www.komola.co.uk/ and used storytelling to illustrate research findings which focus on the voices and lived experiences of young people, the community, and professionals from underrepresented groups on their views about the challenges and successes related choosing health and social care courses and careers. Results: The CTOP intervention was able to recruit a wide range of people from diverse ethnic communities who are traditionally under-represented in the health and social care workforce with over 300 people attending the community events, 150 pupils from schools across BLMK also visiting the University of Bedfordshire and 200 people attended to watch the CTOP play by utilising a culturally competent approach to community engagement. The CTOP events were evaluated using a quantitative and qualitative approach and demonstrated that it raised the knowledge, perceptions, and status of health and social care courses and careers.  All participants had positive views about attending the CTOP outreach events and said it was a good experience and raised their aspirations. Implications: Overall the design and delivery of the CTOP intervention was effective in attracting underrepresented communities and engaging with young people, parents, and career-switchers to improve knowledge, perceptions, and status of courses and careers in health and social care. CTOP is underpinned by genuine community engagement and empowerment, which requires dedicated skills, time, and resources to ensure that diversity and inclusion in the NHS workforce becomes more of a reality rather than rhetoric leading to better health, better care, and better value.