The aim of the present study was to investigate whether ingestion of polyphenol-rich dark chocolate improved salivary cortisol levels and subjective mood states in adults recruited from a health and social care setting. Twenty-six participants ingested 25 g/day of a high polyphenol dark chocolate (containing 500 mg of total flavonoids) or a similar amount of a control dark chocolate containing negligible flavonoids for four weeks. Twenty-four-hour salivary glucocorticoid levels (cortisol and cortisone) were measured by an enzyme-linked immunosorbent assay, and subjective mood was assessed using a validated Positive Affect and Negative Affect Schedule. Total daily cortisol, morning cortisol, and the cortisol/cortisone ratio were significantly reduced (p < 0.001) after ingestion of only the high polyphenol dark chocolate. There were no significant differences between groups for overall scores for positive affect and negative affect. No changes were observed after the control dark chocolate, or any other parameter measured. In conclusion, the findings from this small-scale study indicate lowering of salivary cortisol levels following polyphenol-rich dark chocolate in adults recruited from a health and social care setting. Such changes may be attributable to their ability to inhibit 11β-hydroxysteroid dehydrogenase type 1 activity and warrant further investigation.

This paper offers guidance for policymakers and institutions keen on embracing Open Educational Practices within their mentorship strategies, advocating for co-creation and collaboration as foundational principles, to promote a wide range of open practices to foster transparency, inclusivity, creativeness, innovation and collaboration in academic mentorship. This conceptual paper explores the transformative potential of Open Educational Practices in the context of academic mentorship, which is per-se an open practice. We have adopted an integrative approach for our literature review, which is a non-systematic model, to help us to mitigate algorithmic biases presented in scholarly databases, for analysing and discussing literature, alongside the review of case studies to explore the intersection of open practices and mentorship in academia. We aim to highlight the profound impact mentorship has on professional development, knowledge dissemination, and collaborative learning. Drawing on a diverse selection of literature and case studies reflecting mentorship programmes both formally and informally in academic contexts, this paper provides concrete examples from practice of how Open Educational Practices can be seamlessly integrated into formal and informal academic mentorship as a driver to enhance knowledge sharing, foster inclusivity, and bolster the quality of mentorship relationships.

This paper explored the effectiveness of ensemble performance on the development of adolescent’s life skills. An explorative qualitative study investigated young musicians’ self-perception about the benefits and challenges of learning and playing music together. A convenience sampling technique was adopted for interviewing 15 adolescents (12–18 years old) who participated in a long-term music education programme led by a charity in the North-West of England. The data were analysed using NVivo, employing a thematic analysis approach. Two main themes emerged from the analyses: (1) the main benefits of playing and learning in an ensemble: the development of music and life skills; (2) the challenges experienced by the musicians learning in the ensemble. The findings suggest that participants were conscious of the positive effects of playing in an ensemble on their lives. This extended beyond merely learning a musical instrument, i.e. acquiring music skills. In particular, young musicians recognised they had developed greater self-confidence and cognitive skills such as critical thinking and self-awareness. Primarily, they developed effective communication and interpersonal skills. At the same time, these young musicians recognised they had to face challenges related to the process of learning music in an ensemble, such as managing emotions of frustration and adapting to different music learning styles and techniques. Finally, suggestions are made for the implementation and evaluation of future projects to explore the impact and effectiveness of classical music programmes, with a particular emphasis on ensemble-based initiatives and their influence on life skills.

This study aims to analyse the co-occurrence of gambling activity and the consumption of addictive substances, such as tobacco, alcohol and drugs. By using a sample of 709 gamblers in Sardinia (Italy), a multivariate probit approach is proposed since it allows simultaneous study of the extent of correlation between the consumption of different substances. Our findings document that, on the one hand, betting more money leads to an increase in the propensity to consume tobacco in the middle of the game, and, on the other hand, the simultaneous co-occurrence of smoking, alcohol and drugs drives up the probability of getting more involved in gambling activity. Knowing the positive reinforcing effects of addictive substances is the first step towards implementing the most effective prevention and treatment modalities for problem/pathological gamblers.

This paper presents the main findings of a qualitative research project. The aim of the research was to explore undergraduate students’ perceived knowledge acquisition and awareness of the Holocaust, after visiting Auschwitz concentration camp in Poland. The qualitative study (focus groups & semi-structured questionnaires) involved three cohorts of students and lecturers from a university in the North West of England. The participants visited the Holocaust-related sites in Poland from 2016 to 2019. Findings indicate that students’ who actively engaged in visits to Holocaust related sites developed knowledge and awareness of the Holocaust. For many participants, this knowledge and awareness was facilitated via a reflective process that enabled empathic connection between these historical events and the students. The study also highlighted practical strategies that could be implemented to enhance the experience for future cohorts of undergraduate students visiting holocaust related sites. By adding to the limited literature on Holocaust education with undergraduate students, the study highlighted the importance and directions for future research in this area to inform future pedagogic practice.