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Mattering, one’s sense of the difference one makes in the world, has been variously described in psychological and philosophical literatures. We propose the experience of mattering is tied to the p...

Poor endometrial development during in vitro fertilization remains challenging. Indeed, no broadly accepted definition of poor endometrial development exists, and no treatment has shown any improve...

Ixabepilone (Ixempra(®); Bristol-Myers Squibb) is a novel microtubule stabilizing agent recently approved for the treatment of metastatic breast cancer (MBC). This article focuses on considerations for ixabepilone administration and adverse event (AE) management, drawing from the biomedical literature indexed in PubMed, published abstracts from the American Society of Clinical Oncology annual meetings, and the manufacturer's prescribing information for ixabepilone. Administered as monotherapy or in combination with capecitabine in clinical studies, ixabepilone demonstrated positive clinical response rates, prolonged progression-free survival, and a favorable safety profile in patients with MBC. Treatment-related AEs were predictable and manageable with dose modification, treatment interruption, and active management. As ixabepilone undergoes development in earlier lines of breast cancer therapy and in other solid tumors, oncology nurses will encounter more and more patients receiving ixabepilone therapy. If nurses are acquainted with the unique management strategies associated with ixabepilone treatment, as detailed herein, patients are more likely to receive the full benefit of therapy.

This article will explore how symbolic and institutional violence shaped students’ understandings of themselves within the educational context, and will argue that the creation of critical educational spaces can enable students and teachers to explore and transgress the internal and external influences and violence that shape the learning experience. Bourdieu’s construction of symbolic power, violence and the institution will be employed to illustrate the complex and contradictory ways in which schools and their representatives commit egregious acts against students under the guise of benevolence. The article will also illustrate how the development of a critical educational space in a magnet program entitled the ‘Becoming Teachers Program’ enabled students and teachers to transgress and combat the normative and oppressive relations of the institution as a result of and in response to school violence, and pose some considerations for how we approach teaching for peace and social justice.