Word count: 6,274 12 13 14 2 Reintroductions aim to re-establish species within their historical ranges through the release of wild-15 or captive-bred individuals following extirpation (or extinction) in the wild. While there is no general 16 agreement on what constitutes a successful reintroduction, the probability of the population achieving 17 long-term persistence should be addressed. Here, we review a 10-year trial reintroduction of the great 18bustard Otis tarda, a globally-threatened bird species, to the UK and assess long-term population 19 viability. Despite changes in rearing and release strategy, initial post-release survival probability 20 remained consistently low, with only 11.3% of bustards (n = 167) surviving from release to one year 21 post-release. Nineteen breeding attempts were made by eight females; however, only one chick 22 survived more than 100 days from hatching, and no wild juveniles have recruited into the population. 23Using demographic rates from the UK population and wild populations elsewhere and stochastic 24 population modelling, we investigate the viability of this reintroduced population by predicting 25 population size over the next ten years. Under current demographic rates the population was predicted 26 to decline rapidly. Self-sufficiency was only predicted using the highest estimates from the UK 27 population both for first-year and adult survival, and recruitment rates from wild populations 28 elsewhere. Although changes have been made in rearing, release strategies, habitat management and 29 release sites used, these changes appear to have modest impact on long-term viability. Substantial 30 improvements in survival rates and productivity are required in order to establish a viable great 31 bustard population in the UK, and we consider this unlikely. 32 33

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This article will consider the impact of dyslexia in the clinical learning environment and how students with dyslexia can be best supported in their clinical placements, in order to meet the learning outcomes of their programme and provide safe and effective care. There is an excess of literature supporting the notion that the number of students with disabilities entering higher education increases each year. Therefore, the number of health practitioners with a specific learning disability (SPLD) entering higher education to commence on academic programmes is also increasing. This can present complex challenges for academic staff and clinical mentors. It is evident throughout the literature, that support is often inadequate to develop competence. However, registered practitioners have an ethical, moral and legal obligation to support their students. Higher education providers and clinical mentors need to be aware of their responsibilities toward students with SPLDs, supporting their needs in a non-discriminatory manner.