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This article, originally presented at "Discourse, Power and Resistance" in April 2014, draws on my current research, within the national Shakespeare Schools' Festival programme, exploring emerging issues of autonomy and power. Theatre education projects have been positioned as an emancipatory endeavour, often drawing on the rhetoric of 'the ensemble' as a pedagogic approach. Yet, as I will argue here, notions of this approach's emancipatory potential does not always sit easily within existing normative education structures. Recent education resources, such as the Education Endowment Fund's Teaching and Learning Toolkit, suggest arts education projects can be understood as finite 'interventions' with a known set of outcomes. This, I want to argue, 'domesticates' the ensemble, flattening and masking the complexity of this approach. I suggest therefore that an ensemble-based project such as Shakespeare Schools' Festival could be more usefully seen as a pedagogic space, which is populated, activated and made sense of in a myriad of potential ways by its participants in their particular contexts.

In the public school setting, increased pressure related to academic performance standards and achievement is placed on teachers and administrators each year. As a result, physical education, particularly in elementary schools, is often significantly reduced or cut entirely from the curriculum. Teachers frequently have cited that the accountability for improving academic achievement has taken precedence (Lynott, 2008). Evidence of these high priority and high-accountability measures can be seen when investigating the inequality in minutes devoted to various content areas. In 2008, the Center on Education Policy (CEP) reported that the average amount of time elementary schools spent on English and mathematics content related to the assessments mandated by the No Child Left Behind Act was 520 and 352 minutes, respectively. Physical education averaged 75 minutes per week. As educators look for ways to increase student time in physical education, they suggest that perhaps sharing some of the 872 minutes with English and math without compromising any of the content is an excellent place to start (CEP, 2008). (Contains 3 task sheets.)

Human immunodeficiency virus type 1 (HIV-1) infection requires cell surface expression of CD4. Costimulation of CD8(+)/CD4(-) T lymphocytes by anti-CD3 and anti-CD28 antibodies or by allogeneic dendritic cells induced expression of CD4 and rendered these CD8 cells susceptible to HIV-1 infection. Naive CD45RA+ cells responded with greater expression of CD4 than did CD45RO+ cells. CD8(+) lymphocytes derived from fetal or newborn sources exhibited a greater tendency to express CD4, consistent with their naive states. This mechanism of infection suggests HIV-induced perturbation of the CD8 arm of the immune response and could explain the generally rapid disease progression seen in HIV-infected children.

Accurate arterial blood pressure measurement is crucial in order to provide safe and appropriate care to patients in both theatre and the intensive care setting. Blood pressure is a measure of haemodynamic status and stability. This article will review the physical principles of both non-invasive and invasive methods of blood pressure measurement. We will cover historical measurement, commonly used techniques in clinical practice and more recent developments in blood pressure monitoring. [ABSTRACT FROM AUTHOR]

This article is informed by van Lier's ecological approach to linguistics in considering the affordances Korean-born students perceived in using Korean or English language in an Aotearoa New Zealand high school setting. Here, I regard affordances as the students' perceptions of their languages as linguistic resources enabling them to act, or constraining them from acting. The data suggest transitioning to high school is a critical time when Korean students are perplexed at the loss of their primary school's invitational culture of learning through interaction. Their reduced repertoire of interactions has implications for these students as they develop and learn to use and live in their languages. There are broader implications for multicultural schools in Aotearoa New Zealand where curriculum rhetoric envisages higher-level interactivity within the school environment with benefits for learning, both social and academic. This article draws on ethnographic data from a large study and employs linguistic ethnography's finely grained techniques of discourse analysis.

This paper presents a flexible framework of principles for teaching critical thinking and reflective practice skills at the postgraduate level. It reports on a collaborative project between four UK institutions providing postgraduate programmes in deaf education. Through a critical review of current theories of critical thinking and reflective practice in higher education, the authors identified and constructed frameworks of principles for relevant skills. They selected a set of learning activities for the institutions to trial to target those skills. Students evaluated how successfully the activities promoted the skills. The investigators evaluate the methodology and provide a critique of the framework of principles. Findings reveal that the framework of principles is a robust model for the development, design and evaluation of bespoke learning activities targeting critical thinking and reflective practice skills.

In recent years, issues pertaining to graduate student union organizing have been at the center of several political battles and court cases. This attention is, at least in part, due to the growth of graduate student unions at a time when organized labor's influence is receding in other, more traditionally unionized sectors of the labor force. As many unions struggle with decreasing membership and against well-funded corporate assaults on the rights of workers to collectively bargain, these graduate student or graduate employee unions, once disregarded as idealist kids or "radicals," may provide an organizing model for American labor as it seeks to reinvent itself. This article describes this new organizing model, which the author contends should be embraced by any worker who wants to survive and thrive in this world.

Festivals and events can be a platform for interactions and social connections. More recently, events have been linked to social well-being, assisting in reducing loneliness and increasing social connectedness. However, with the emergence of COVID-19, event attendance has been altered as people have been restricted from attending face-to-face events and virtual events have become a popular mode of events. This study, therefore, aims to examine whether the frequency and mode (face-to-face and virtual) of event attendance influence attendees??? feelings of loneliness and social connections. The survey results reveal the significant relationship between face-to-face event attendance and social connectedness. In contrast, the frequency of virtual event attendance was not found to have a significant effect on social connectedness or loneliness. The type of face-to-face and virtual events attended was also reported in the study, providing us with some understanding of event attendance amongst changing times. [ABSTRACT FROM AUTHOR]

Hypercholesterolemia (HCL) is common among Emergency Department (ED) patients with chest pain but is typically not addressed in this setting. This study aims to determine whether a missed opportunity for Emergency Department Observation Unit (EDOU) HCL testing and treatment exists. We conducted a retrospective observational cohort study of patients ≥18 years old evaluated for chest pain in an EDOU from 3/1/2019–2/28/2020. The electronic health record was used to determine demographics and if HCL testing or treatment occurred. HCL was defined by self-report or clinician diagnosis. Proportions of patients receiving HCL testing or treatment at 1-year following their ED visit were calculated. HCL testing and treatment rates at 1-year were compared between white vs. non-white and male vs. female patients using multivariable logistic regression models including age, sex, and race. Among 649 EDOU patients with chest pain, 55.8% (362/649) had known HCL. Among patients without known HCL, 5.9% (17/287, 95% CI 3.5–9.3%) had a lipid panel during their index ED/EDOU visit and 26.5% (76/287, 95% CI 21.5–32.0%) had a lipid panel within 1-year of their initial ED/EDOU visit. Among patients with known or newly diagnosed HCL, 54.0% (229/424, 95% CI 49.1–58.8%) were on treatment within 1-year. After adjustment, testing rates were similar among white vs. non-white patients (aOR 0.71, 95% CI 0.37–1.38) and men vs. women (aOR 1.32, 95% CI 0.69–2.57). Treatment rates were similar among white vs. non-white (aOR 0.74, 95% CI 0.53–1.03) and male vs. female (aOR 1.08, 95% CI 0.77–1.51) patients. Few patients were evaluated for HCL in the ED/EDOU or outpatient setting after their ED/EDOU encounter and only 54% of patients with HCL were on treatment during the 1-year follow-up period after the index ED/EDOU visit. These findings suggest a missed opportunity to reduce cardiovascular disease risk exists by evaluating and treating HCL in the ED or EDOU. [ABSTRACT FROM AUTHOR]

This action research report focuses on a new elective course entitled "Indigenizing Education: Education for/about Aboriginal Peoples" that was developed and taught by two teacher educators--one Euro-Canadian and the other Metis. The purpose of the course was to increase understanding of Indigenous peoples and of the impact of colonization on Aboriginal communities. The course had an experiential orientation: participation by an Aboriginal Elder, educators working in Aboriginal settings, and educators who incorporate Indigenous knowledge and pedagogy into mainstream classrooms. Action research was conducted to determine the degree to which the course achieved its purpose with a view to enhancing future iterations of this course and contributing to teacher educator knowledge about effective teacher education approaches to including Aboriginal content and ways of knowing in teacher education. In particular, the authors were interested in the degree to which teacher candidates were responsive to Indigenous elements in the curriculum and teaching. Given the Aboriginal focus of this research, the Medicine Wheel is employed as an Indigenous framework for presenting and analyzing the findings. (Contains 5 figures.)

This case study of New Zealand teachers' thinking and learning focuses on the relationship between theory and practice for teachers who become agents of change in their contexts, improving teaching and learning for students from diverse linguistic and cultural backgrounds. We rewrote an assignment for the primary and secondary teachers who taught full time and studied part time with us in a graduate TESOL programme. The task was inspired by Sannino's analysis of a critical conversation to trigger the design of an action plan that would configure richer language learning opportunities within the teachers' schools. The findings reveal the areas for action identified and the resources and tools on which the teachers drew. We drew on Kumaravadivelu's postmodern pedagogical framework with its three operating principles of particularity, practicality and possibility to analyse the findings.

The concept of sense of place has received considerable attention by social scientists in recent years. Research has indicated that a person's sense of place is influenced by a number of factors including the built environment, socio-economic status (SES), well-being and health. Relatively few studies have examined sense of place at the neighbourhood level, particularly among communities exhibiting different levels of SES. This article investigates sense of place among three neighbourhood groups in Hamilton, Ontario representing areas of low, mixed and high SES. It analyses data from a 16-point sense of place scale derived from the Hamilton Household Quality of Life Survey carried out in 2010-2011 among 1,002 respondents. The paper found that sense of place was highest among residents of the high SES neighbourhood group as well as among home owners, people residing in single-detached homes, retired residents and those living in their neighbourhood for more than 10 years. From a health perspective, the paper found that a strong association existed between sense of place and self-perceived mental health across the three neighbourhood groups. Furthermore, by way of regression modeling, the paper examined the factors influencing health-related sense of place. Among the sample of respondents, a strong connection was found between housing, particularly home ownership, and high levels of health-related sense of place. (Contains 5 tables and 1 footnote.)

This paper examines geographic variations in sense of community belonging in Hamilton, Ontario. It also identifies the most significant health and social factors associated with belonging in the city. The research employs data from the 2007/08 Canadian Community Health Survey for respondents aged 18 or over living in the Hamilton Census Metropolitan Area. The primary unit of geography is the forward sortation area (FSA), which correspond with the boundaries comprising the first three digits of the postal code. The paper found that, overall, residents of Hamilton enjoy a strong sense of belonging to their community, one of the highest rates in Canada. Consistent with research at the national level, the paper revealed a strong and clear association between lower sense of belonging and lower self-perceived mental health. Age (45-64) and household type (couples with children) were associated with higher sense of belonging. The mapping analysis revealed that sense of belonging was generally strongest among residents of rural Hamilton and became weaker moving towards the city centre, with particularly low levels evident in the Lower City. The presence of lower sense of belonging and lower mental health was clearly visible in three FSAs comprising the central portion of the Lower City.

This paper examines perceptions of quality of life in Hamilton, Ontario, Canada from the perspective of residents and key community stakeholders. A series of eight focus groups were conducted. Six sessions were held with residents of neighbourhood "hubs", areas characterized by high levels of poverty. The following themes were highlighted as significant to neighbourhood quality of life: (1) housing quality and affordability; (2) diversity and cultural integration; (3) crime and safety; (4) community engagement and recreation; (5) green space and the physical environment; and (6) transportation. Two focus groups were then conducted with key informants who provided recommendations for improving quality of life and discussed relevant policy issues such as employment and income security. The findings of the focus groups resonate with local research and policy action in Hamilton, including a new Neighbourhood Development Strategy for the City. This research advocates for decision-makers to support and work alongside context-based, resident-led community development efforts. The hub model, as well as Hamilton's broader neighbourhood-based research and community development approach may assist social researchers, civic leaders and various levels of government across Canada as they work to improve quality of life in their communities.

Social capital has been studied by academics for more than 20 years and within the past decade there has been an explosion of growth in research linking social capital to health. This paper investigates social capital in Hamilton, Ontario by way of a telephone survey of 1,002 households in three neighbourhood groups representing high, mixed and low socio-economic status (SES). A Social Capital Measurement Tool is proposed as a straightforward way to account for differences in social capital perceptions and actions among residents. Consistent with the literature, the paper found that there was a strong association between social capital perceptions and health, particularly mental health and life stress. Social capital was greater in the high and mixed SES neighbourhoods and much weaker in the low SES neighbourhoods. With respect to social capital actions, both volunteering and voting was associated with positive overall health and mental health. Finally, the paper identified the social capital "elite"--respondents with high or above average perceptions and who participated in the two social capital actions--voting and volunteering. Prominent among the social capital elite in Hamilton is the "health wealthy" senior, a positive development for the continued social well-being of the city.

This study investigates the factors influencing perceptions of air quality in the industrial city of Hamilton, Canada. The research employs data collected via a telephone survey of 1,002 adult residents in three neighbourhoods. Perceptions in the neighbourhoods were examined by individual socio-demographic factors (age, gender, marital and immigrant status, education, etc.) in addition to perceived health status and neighbourhood problems (environmental, social and safety concerns). Neighbourhood variations were found, with those residing in the Southwest Mountain neighbourhood being over 6 times more likely to report a "good" perception of air quality than those residing in the Lower City neighbourhood. In addition, factors influencing these perceptions also varied by neighbourhood. Perceived neighbourhood problems strongly influenced perceptions of air quality in the Lower City and Central areas, whereas socio-demographic factors were significant primarily in the Lower City neighbourhood, suggesting the importance of these mediating dimensions; pointing to less of a concern about air quality. There was, however, remarkable consistency in all three neighbourhoods when respondents were asked whether their perception of air quality affected their choice to go outside. Overall, the presence or absence of perceived problems, such as pollution and safety, had a powerful effect on shaping and differentiating neighbourhood responses.

This study examined different perspectives of deaf education practitioners on deafness and reading comprehension. This involved a full deaf education support team comprising teachers of the deaf, communication support workers, and deaf instructors from a UK citywide service covering early years, primary and secondary settings. Using a focus group methodology practitioners were asked to consider what reading comprehension involves for deaf learners and identify factors that influence success. Analysis of the focus group "talk" about deaf children's reading comprehension reveals commonalities and differences across different practitioner "voices" which shape different understandings of the reading comprehension issues. Themes which were identified as problematic, such as the processes of decoding and the role of sign language are drawn out as focus areas for further discussion. These findings provoke discussion of research, assessment and intervention approaches which better exploit the research-practice interface by incorporating the diverse perspectives that practitioners and other agents bring to the process. (Contains 2 tables.)

This article investigates the association between sense of community belonging and health among settlements of different size and across the urban to rural continuum in Canada. Using data from the recent 2007/08 Canadian Community Health Survey (CCHS), the objective is to identify the major health, social and geographic determinants of sense of community belonging and to consider policy options aimed at improving sense of belonging among certain segments of the population. The research found a significant and consistent association between sense of belonging and health, particularly mental health, even when controlling for geography and socio-economic status. At the same time, sense of community belonging improved progressively across the urban to rural continuum with remarkably high levels of belonging evident in the outer most regions of Canada. Despite the health deficit that exists in rural and small-town Canada, the paper postulates that these communities are able to overcome health challenges to create conditions conducive to a positive sense of belonging. Overall, sense of belonging was also found to be highest among seniors, people residing in single-detached homes and among couples with children and was lowest among youth, residents of high-rise apartments and among single-parents. Finally, in the context of addressing deficiencies in sense of belonging, the paper examines several recent policy developments aimed at improving mental health services in Canada.

Teacher education programs have a critical role in helping incoming teachers develop a deeper understanding of lesbian, gay, bisexual, and transgender (LGBT) issues and their moral and legal obligations to counter homophobic bullying. In this self-study, two educators--a university professor and a classroom teacher, who facilitated a workshop titled "Sexual Diversity in Secondary Schools" in a faculty of education in a mid-sized Canadian city--reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. In particular, they consider (1) their commitment to this work; (2) why they taught the way they did; (3) the impact their approach had on teacher candidates in the workshops; and (4) what the study revealed about their teacher education practices. (Contains 1 table.)