Governing for Excellence in the Social Care Sector - The Role of Self-Governance in Ireland's Evolving Social Care Profession

Social care work in Ireland remains a poorly understood profession, despite its growing importance within the wider health and welfare sectors. Higher Educational programmes, especially practice-based aspects, in conjunction with the imminent professional registration of social care graduates, will help with identity formation and solidification of this role (McGregor 2011). However, this professional registration has yet to occur and, on its own, will not guarantee the delivery of a quality service to the user. Using less commonly used professional development concepts of self-governance, self-regulation, impression management and identity capital, this article will explore how social care professional identity may be nurtured, developed and supported within professional practice learning and social care worker environments and, in so doing, support a quality service delivery within the social care space

Phoma stem canker disease on oilseed rape (Brassica napus) in China is caused by Leptosphaeria biglobosa ‘brassicae’

This document is the Accepted Manuscript version of the following article: Ze Liu, Akinwunmi O. Latunde-Dada, Avice M. Hall, Bruce D. L. Fitt, ‘Phoma stem canker disease on oilseed rape (Brassica napus) in China is caused by Leptosphaeria biglobosa ‘brassicae’’, European Journal of Plant Pathology, Vol. 140(4): 841-857, December 2014. The final publication is available at Springer via: http://dx.doi.org/10.1007/s10658-014-0513-7 © Koninklijke Nederlandse Planteziektenkundige Vereniging 2014Phoma stem canker of oilseed rape (Brassica napus) is a globally important disease that is caused by the sibling ascomycete species Leptosphaeria maculans and L. biglobosa. Sixty fungal isolates obtained from oilseed rape stems with phoma stem canker disease symptoms collected from four provinces in China in 1999, 2005 and 2006 were all identified as Leptosphaeria biglobosa, not L. maculans, by PCR diagnostics based on species-specific primers. There were no differences in cultural characteristics (e.g. pigmentation and in vitro growth) between these L. biglobosa isolates from China and those of 37 proven L. biglobosa isolates from Europe or Canada. In studies using amplified fragment length polymorphism (AFLP) markers, Chinese L. biglobosa populations were genetically more similar to European L. biglobosa populations than to the more diverse Canadian L. biglobosa populations. Sequencing of gene fragments of β-tubulin, actin and the internal transcribed spacer (ITS) region of rDNA from L. biglobosa isolates from China, Europe, Australia and Canada showed a closer taxonomic similarity of Chinese L. biglobosa to the European L. biglobosa ‘brassicae’ than to Canadian L. biglobosa ‘canadensis’ or to the Australian L. biglobosa ‘occiaustralensis’ or ‘australensis’ subclades. These results suggest that the Chinese L. biglobosa population in this study is in the same subclade as European L. biglobosa ‘brassicae’ populationsPeer reviewe

Making in the Void: How changing to online delivery shifts the focus of teaching and learning for landscape studio

This paper interrogates how the shift from a collective physical learning environment to an isolated distance learning environment has impacted the focus of teaching and learning in the landscape studio. The research draws on the collective experience teaching six discrete landscape architecture design studios across two institutions in Melbourne, Australia. Data from faculty observations, reflective surveys, and workshops on shared teaching experience has been collected and reviewed across a full year of online teaching. For this paper, the observations and findings from this initial work have been aligned with pedagogical theory to understand how online and face-to-face learning combinations might be harnessed for future studio development. Outcomes from the research suggest differentiating the skills that are taught in the design studio and how these can be supported with online teaching formats. Further, the changing nature of social interactions including connection and isolation as integral parts of design studio teaching can be better understood considering the conditions of the online environment. These findings contribute towards the pedagogy of landscape design teaching as it continues to adapt to completely online or hybrid teaching modes

Nouveau manuel de législation usuelle en matière commerciale, administrative, pénale, rurale, judiciare, etc... / par E. de Barrins

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