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Through exchanges within a doctoral supervision, the authors explore a range of dilemmas and challenges for reflexive inquiry. These include the problematic business of naming, the impossibility of objective separation of self from research, the merging of researcher subjectivities, and differences between performance and performativity. We note the educational potential in what can conventionally be considered “unprofessional” approaches to qualitative inquiry: neologisms, personal experience, stories, conversations, music, poetry, paintings, and film. We engage in reflexive interactions with each other and with such “data.” This was undertaken in the spirit of jazz improvisation—an unrehearsed performance—something that “happened,” an unplanned educational event but also an agency enabled by structure.

This ambitious book seeks to conceptualise ‘learning as development’ as a foundational approach to international development. It does so by synthesising interdisciplinary perspectives on learning w...

The study objective was to use a preliminary risk based framework to evaluate the sufficiency of existing air data to answer an important public health question in Colorado: Do volatile organic compounds (VOCs) emitted into the air from oil and gas (OG) operations result in exposures to Coloradoans living at or greater than current state setback distances (500 feet) from OG operations at levels that may be harmful to their health? We identified 56 VOCs emitted from OG operations in Colorado and compiled 47 existing air monitoring datasets that measured these VOCs in 34 locations across OG regions. From these data, we estimated acute and chronic exposures and compared these exposures to health guideline levels using maximum and mean air concentrations. Acute and chronic non-cancer hazard quotients were below one for all individual VOCs. Hazard indices combining exposures for all VOCs were slightly above one. Lifetime excess cancer risk estimates for benzene were between 1.0 &times, 10&minus, 5&ndash, 3.6 &times, 5 and ethylbenzene was 7.3 &times, 6. This evaluation identified a small sub-set of VOCs, including benzene and n-nonane, which should be prioritized for additional exposure characterization in site-specific studies that collect comprehensive time-series measurements of community scale exposures to better assess community exposures.

Global citizenship education (GCE) within schools in England is increasingly being reoriented to address a statutory duty to promote fundamental British values (FBV). This multi-method study investigates the influence of critical GCE within initial teacher education in reshaping awareness, understanding and disposition towards FBV amongst beginning teachers. Findings highlight a tension between growing confidence and understanding of how to implement the FBV agenda and the development of autonomous dispositions of the kind demanded for the practice of critical GCE. Four teacher orientations towards FBV are developed and explored, demonstrating the role of practice-based learning for the cultivation of critical dispositions.

Despite a groundswell of evidence for transformative education, manifestos for ‘transformative pedagogy for global citizenship’ remain under-theorized and pay limited attention to implications for practice. This paper connects theory and practice through analyzing a curriculum development project that sought to produce a framework for ‘engaged global citizens’. It considers the political and philosophical framings of the self and other, citizen and world, that underlie this empirical work, especially with reference to re exivity, hermeneutics, democratic engagement and co-production. The resultant pedagogical framework, based upon concepts of transformative learning, attempted to undercut the homogenizing tendencies within global citizenship education (GCE). This discussion highlights the tensions and reifying e ects of educational frameworks such as the Teaching Excellence Framework in the UK and the proposed framework for ‘global competence’ in the 2018 Programme for International Student Assessment. Evidence is presented that frameworks which attempt to make explicit educational phenomena and processes are overdetermined by e cacy and metrics that become perverse ends in themselves. While the anticipated project output here was the framework itself, the substantive output was, in fact, practical: namely the ongoing deliberation and re ection upon the discourses that both do and undo the task of locating the transformative dimension of GCE.

This article explores the potential of pedagogical approaches such as International Service-Learning (ISL) to cultivate a cosmopolitan orientation. Founded upon the premise that conceptualisations of transformative learning must be expanded upon to account for the interaction and balance between epistemological and ontological aspects of learning, it seeks to illuminate the barriers that inhibit the transformative nature of such experiences. A group of conditions, processes, and resultant dispositions for cosmopolitan learning are identified as being particularly useful for interpreting the ongoing experience of ISL for 27 students across a range of locations. This framework is exemplified here to develop an understanding of cosmopolitan learning as a transformative process of becoming other-wise: A form of engagement that is fundamentally holistic and relational with a distinct moral dimension. Although ISL has the potential to nurture cosmopolitanism, evidence is presented of a number of factors that tend to militate against this.

International Service-Learning (ISL) is a pedagogical activity that seeks to blend student learning with community engagement overseas and the development of a more just society. ISL programmes have grown as educational institutions and non-governmental organizations have sought to achieve the goal of developing ‘global citizens’. However, Service Learning (SL) in general and International Service-Learning (ISL) in particular remain deeply under-theorized. These educational initiatives provide policy-makers with a practical response to their quest for a ‘Big Society’ and present alluring pedagogical approaches for Universities as they react to reforms in Higher Education and seek to enhance both the student learning experience and graduate employability. After outlining the development of ISL in policy and practice, this paper draws on the rich tradition of ISL at one British university to argue that ISL is a form of engagement that has the potential to be ethical in character, although a number of factor...

Teacher education is experiencing a period of dramatic and arguably irrevocable change within a wider context of turbulence in the English education system. With contributions from a range of teacher educators and academics in the field, Teacher Education in Challenging Times presents sustainable, robust, and informed responses to the challenges posed by the current unrest in the education sector. This book considers the nature of teacher professionalism, the nurturing of truly collaborative partnerships between universities, schools and other agencies, and developments in practice with tangible impact for children and young people. Drawing on important research and illustrations of policy and practice from England and other countries, chapters present a series of counter-cultural ideas, principles and practices that respond to pressing challenges facing educators in a range of contexts. Positive and forward-looking, this book offers a robust defence of the present need for high-quality teacher education in challenging times. This book is a timely contribution to an international debate about the future of teacher educators and should be of key interest to academics, researchers and postgraduate students in the fields of teacher education, philosophy and sociology of education, policy and politics of education, and pedagogy. It will also appeal to a range of practitioners, including trainers, local authority officers, professional groups, educational service providers, and educational and school improvement consultants.

This article draws upon the findings of a study at Liverpool Hope University (LHU) into the transformative nature of International Service-Learning (ISL) experiences for student participants. This research is concerned with the implications of these findings for professional practice, in particular how ISL is constructed in Higher Education policy and practice. Recognising the problematic nature of this endeavor, this article responds to a call for discussion around pedagogical approaches underpinning counter-cultural and critical service programmes aligned with the radical principles of the Catholic social teaching. This study is grounded in a holistic conceptualisation of transformative learning that demands looking beyond an epistemological process that involves shifts in worldview and habits of mind to an ontological process that accounts for changes to our being in the world. It investigated how LHU students describe their ongoing experience of ISL and explored the conditions for learning and the ass...

PurposeThis paper aims to explore student learning within a local service‐learning initiative that forms part of an Education Studies undergraduate programme at an HEI in the UK with a history of international service‐learning programmes.Design/methodology/approachThis paper outlines the context for this form of community engagement in the UK and reflects on the experiences of student participants and the nature of their learning. Ethnographic research into the student experience of international service‐learning (ISL) provides a useful framework for this study.FindingsThis research draws on transformational learning theory to describe how students experience a shifting of their world‐view through service‐learning locally. It reveals that challenges to stereotypes and personal values, as well as other previously accepted presuppositions, in a domestic context, are not dissimilar from those experienced by students involved in international service‐learning initiatives.Research limitations/implicationsThe framework presented here is used to explore the dynamic relationship between local and international volunteering and student learning. This particular case study has the potential to add to our understanding of critical pedagogy theory in practice.Originality/valueThis article presents evidence of the complexity of identifying transformative learning. In order to elevate the outcomes of service‐learning towards their transformative potential, the opportunities for learning that are afforded by such ventures must be pursued with vigour. The authors advocate a model of community engagement that embeds local service‐learning within the curriculum.

Liver biopsies from 17 patients with serologically established hepatitis A were examined by light microscopy. Biopsies were taken from 2 to 27 weeks after onset of symptoms. All showed acute hepatitis, usually with centrilobular lesions but also commonly with a striking portal and periportal inflammatory reaction, resembling that seen in chronic active hepatitis. The infiltrate was rich in plasma cells. Centrilobular cholestasis was common and occasionally severe. Neither cholestasis nor the periportal lesion appeared to be related to patient age or to the timing of liver biopsy. All patients made a full recovery and none developed chronic liver disease. The histological changes differed from those reported in children and in chimpanzees in the presence of centrilobular lesions, but resembled them in that the latter two groups also had periportal lesions. These lesions may lead to a false impression of impending chronicity if the aetiology of the hepatitis is not known at the time of liver biopsy.

Background and aims Children receiving chemotherapy are at an increased risk of typhlitis, also known as neutropenic enterocolitis. It is characterised by fever and abdominal pain in a neutropenic patient receiving chemotherapy. It is a significant cause of mortality and morbidity in paediatric haemato-oncology patients. We review our experience with typhlitis in children with cancer over the past 5 years. Most cases can be managed conservatively but one case importantly highlights the rare need for surgical intervention. Methods A retrospective analysis of case notes was performed of all paediatric haemato-oncology patients with typhlitis at a tertiary paediatric hospital from January 2011 till present. Results We report 6 cases of typhlitis at our institution over the last 5 years. 3 patients had acute lymphoblastic leukaemia (ALL), one had haemophagocytic lymphohistiocytosis (HLH), one had relapsed Wilm’s tumour and one had neuroblastoma. 3 were male; 3 were female. Median age at diagnosis was 12 years (range 5–16 years). All 6 cases had presented with abdominal pain, neutropenia and fever. Neutrophil count ranged from zero to 0.67 × 10 9 /l. Radiological investigation by US/CT showed bowel wall thickening in all 6 cases in keeping with typhlitis. All patients initially received conservative medical management with bowel rest, intravenous nutritional support, broad spectrum intravenous antibiotics and sometimes G-CSF support. PICU support was needed for some these patients (both inotropic support and ventilation). All patients improved with neutrophil recovery but one patient had prolonged neutropenia and required definitive surgical management and hemicolectomy. Conclusion Typhlitis is a life-threatening complication in paediatric haemato-oncology patients particularly those receiving intensive chemotherapy with corticosteroid exposure and prolonged periods of neutropenia. Most cases can be managed conservatively however surgical intervention may be required in few cases that fail aggressive medical management or develop complications such as perforation. Increased clinical awareness of typhlitis is necessary to establish an early diagnosis. Radiological investigation with US/CT is essential to make a definitive diagnosis. Early surgical opinion is required for appropriate management.

This paper provides a comprehensive review of the literature focusing on post-traumatic stress disorder related to the experience of involvement in major incidents. The structure, role and function of the staff support team set up by the South Tees Occupational Health Psychology Service is described.

Public sector unions have been warning for some time about the effects of violent incidents on their members. OH clinical psychologist, Martin Bamber (right), believes that psychological debriefing can help victims of workplace violence and prevent long term problems.

Liver biopsies from 12 patients with chronic Non-A, Non-B (NANB) hepatitis, 7 with hepatitis B surface antigen (HBsAg) positive chronic liver disease, 1 HBsAg positive normal carrier, and 4 patients with non-viral liver disease, were examined by electron microscopy for cytoplasmic and nuclear changes. Aggregates of particles measuring 20-35 nm in diameter were noted in the nuclei of 8 of 12 patients with NANB chronic hepatitis, but not in the other groups. The tubular changes seen in the endoplasmic reticulum (ER) of chimpanzees with NANB hepatitis were not noted in biopsies from any of our patients.

Non-A, non-B (NANB) viral hepatitis was successfully transmitted to two colony-born Tamarins following inoculation with antihaemophilic factor VIII concentrate or the "H" inoculum. Both animals showed histological and ultrastructural evidence of viral hepatitis, with raised alanine aminotransferase (ALT) levels from the second week after inoculation through to the end of follow-up, 5 months later.

Some studies suggest that there is antigenic and nucleic acid homology of one type of non-A, non-B hepatitis virus with hepatitis B viral (HBV) proteins and DNA. Using molecular hybridization under high and low stringency conditions with high specific activity 32P-HBV DNA as a probe, serum and liver samples from patients and nonhuman primates infected with non-A, non-B hepatitis were examined. Our results provide no evidence of significant homology between the DNA extracted from serum and liver of patients and nonhuman primates infected with one type of non-A, non-B hepatitis and HBV DNA.

Twenty five patients with cystic fibrosis and 25 controls were studied to define a sweat sodium concentration in adults that could be taken as diagnostic of cystic fibrosis. Some of the controls had a sweat sodium concentration of over 50 mmol(mEq)/l, and thus cystic fibrosis should be diagnosed in an adult only when two measurements of sweat sodium concentration are above 70 mmol/l. In cases in which the sweat sodium concentration was borderline a suppression test using fludrocortisone improved the accuracy of diagnosis; this test entails recording the lowest concentration reached after administration of the drug. A scatter diagram of the baseline sweat sodium concentrations plotted against the lowest concentration attained after suppression with fludrocortisone may aid the diagnosis further.

Delta antigen (delta) is a transmissible agent requiring hepatitis B virus (HBV) for its replication. Antibody to delta (anti-delta) was present in nine of 71 (13%) British HBV carriers: six were intravenous drug abusers and two were haemophiliacs. Anti-delta was negative in 30 HBsAg positive homosexuals. Cirrhosis was common in patients with anti-delta and those with anti-delta positive cirrhosis were significantly younger than those with anti-delta negative cirrhosis. In British HBV carriers delta infection is associated with intravenous drug abuse and haemophilia and perhaps a more rapid progression of chronic liver disease.

The authors have compiled a list of specimens of endangered and recently extinct mammals in the outstanding collections of the Royal Albert Memorial Museum, Exeter. All those listed are in the IUCN Red Data Book except the extinct quagga, koala (recently endangered but now greatly increased and well protected), diademed sifaka, rufous rat-kangaroo and Astor and Kashmir markhors.

Twelve serologically proven cases of non-A, non-B (NANB) hepatitis have been described. The clinical course was mild in 11 patients. One patient, however, presented in portal systemic encephalopathy and required steroid treatment. Nine of the 12 patients continued to exhibit raised transaminase (AST) activities six or more months after the onset of the acute hepatitis. In these immunoglobulin concentrations were normal and autoantibodies were not present in significant titre. Four patients had evidence of previous hepatitis B infection, suggesting that the route of transmission of NANB might be similar to that of hepatitis B virus. A further four patients gave a history which suggests a possible parenteral mode of transmission. Liver biopsies were carried out both in the acute (8 cases) and chronic (6 cases) phases of the disease. Histological findings in liver biopsies covered the whole spectrum of acute and chronic hepatitis and 1 patient had cirrhosis. One notable feature in these biopsies was the presence of fatty changes.

Ten cases are reported of short incubation (one to four weeks) non-A, non-B hepatitis occurring after infusion of various preparations of factor VIII concentrates into patients with coagulation disorders. Five patients were symptomatic and, in all, serum transaminase levels were increased for at least six months. These cases of chronic hepatitis exhibited none of the features of autoimmune chronic hepatitis: autoantibodies were negative and serum immunoglobulins were normal. Hepatic histology confirmed acute hepatitis in two cases biopsied early in the illness, and chronic active hepatitis (three) of chronic persistent hepatitis (two) in five cases studied later. Lobular inflammation was a prominent feature in all cases. Other features not commonly associated with type A or B hepatitis included fatty change and damaged bile ducts.

Although the incidence of symptomatic hepatitis associated with jaundice in patients with congenital coagulation disorders is low1,2, several reports have demonstrated that many of these patients have asymptomatic liver disease. Mannucci et al., in 19755 showed increased transaminases in more than 40% of haemophiliacs and Levine et al., in 19764 found similar abnormalities in 68% of patients. The latter study included 33 intensively treated patients from the Royal Free Hospital who had received cryoprecipitate only and who had a 48.5% prevalence of abnormal liver function tests. More recently, in a survey of 76 patients with severe haemophilia A (Factor VIII < 1%) registered at the Royal Free Hospital Haemophilia Centre, 92% were found to have abnormal aspartate transaminase levels on random testing. The prevalence of abnormalities was similar in patients who had received NHS concentrate only (100%) and those who had received commercial Factor VIII preparations (96%), but slightly lower in those who had received cryoprecipitate only (80%). Seven untreated patients with mild haemophilia had normal liver function tests. Although the number of patients who had received NHS concentrate or cryoprecipitate only was smaller than the number who had received commercial concentrate, and patients receiving cryoprecipitate only were in general transfused less frequently than those receiving concentrate.

The aetiology of acute viral hepatitis in 172 patients admitted to an infectious diseases hospital in North London was: hepatitis A in 88 (51%), hepatitis B in 58 (34%), Epstein-Barr (EB) virus in four (2%) and non-A, non-B in 22 (13%). NANB hepatitis was a milder disease than that associated with the other viruses. It predominantly occurred in young men (77%). In half of the cases there was evidence of parenteral transmission. It was not transmitted by sexual contact.