Learning in a self-managed management career: The relation between managers: HRD-patterns, psychological career contracts and mobility perspectives

Learning in a self-managed management career; The relation between managers: HRD-patterns, psychological career contracts and mobility perspective

A generalized hydrodynamical Gurevich-Zybin equation of Riemann type and its Lax type integrability

This paper is devoted to the study of a hydrodynamical equation of Riemann type, generalizing the remarkable Gurevich–Zybin system. This multi-component non-homogenous hydrodynamic equation is characterized by the only characteristic flow velocity. The compatible bi-Hamiltonian structures and Lax type representations of the 3-and 4-component generalized Riemann type hydrodynamical system are analyzed. For the first time the obtained results augment the theory of integrability of hydrodynamic type systems, originally developed only for distinct characteristic velocities in homogenous case.Досліджено гідродинамічне рівняння типу Рімана, що узагальнює відому систему Гуревича - Зибіна. Це багатокомпонентне гідродинамічне рівняння характеризується єдиною характеристичною швидкістю потоку. Проаналізовані сумісні бі-гамільтонові структури та представлення Лакса для три- та чотирикомпонентної узагальненої гідродинамічної системи типу Рімана. Одержані результати вперше доповнюють теорію інтегровності систем гідродинамічного типу, раніше розвиненої тільки для відмінних швидкостей в однорідному випадку

Human C-reactive protein aggravates osteoarthritis development in mice on a high-fat diet

Objective: C-reactive protein (CRP) levels can be elevated in osteoarthritis (OA) patients. In addition to indicating systemic inflammation, it is suggested that CRP itself can play a role in OA development. Obesity and metabolic syndrome are important risk factors for OA and also induce elevated CRP levels. Here we evaluated in a human CRP (hCRP)-transgenic mouse model whether CRP itself contributes to the development of ‘metabolic’ OA.Design: Metabolic OA was induced by feeding 12-week-old hCRP-transgenic males (hCRP-tg, n = 30) and wild-type littermates (n = 15) a 45 kcal% high-fat diet (HFD) for 38 weeks. Cartilage degradation, osteophytes and synovitis were graded on Safranin O-stained histological knee joint sections. Inflammatory status was assessed by plasma lipid profiling, flow cytometric analyses of blood immune cell populations and immunohistochemical staining of synovial macrophage subsets.Results: Male hCRP-tg mice showed aggravated OA severity and increased osteophytosis compared with their wild-type littermates. Both classical and non-classical monocytes showed increased expression of CCR2 and CD86 in hCRP-tg males. HFD-induced effects were evident for nearly all lipids measured and indicated a similar low-grade systemic inflammation for both genotypes. Synovitis scores and synovial macrophage subsets were similar in the two groups.Conclusions: Human CRP expression in a background of HFD-induced metabolic dysfunction resulted in the aggravation of OA through increased cartilage degeneration and osteophytosis. Increased recruitment of classical and non-classical monocytes might be a mechanism of action through which CRP is involved in aggravating this process. These findings suggest interventions selectively directed against CRP activity could ameliorate metabolic OA development

Conceptual learning : the priority for higher education

The common sense notion of learning as the all-pervasive acquisition of new behaviour and knowledge, made vivid by experience, is an incomplete characterisation, because it assumes that the learning of behaviour and the learning of knowledge are indistinguishable, and that acquisition constitutes learning without reference to transfer. A psychological level of analysis is used to argue that conceptual learning should have priority in higher education

Wigs, disguises and child's play : solidarity in teacher education

It is generally acknowledged that much contemporary education takes place within a dominant audit culture, in which accountability becomes a powerful driver of educational practices. In this culture both pupils and teachers risk being configured as a means to an assessment and target-driven end: pupils are schooled within a particular paradigm of education. The article discusses some ethical issues raised by such schooling, particularly the tensions arising for teachers, and by implication, teacher educators who prepare and support teachers for work in situations where vocational aims and beliefs may be in in conflict with instrumentalist aims. The article offers De Certeau’s concept of ‘la perruque’ to suggest an opening to playful engagement for human ends in education, as a way of contending with and managing the tensions generated. I use the concept to recover a concept of solidarity for teacher educators and teachers to enable ethical teaching in difficult times

School Direct, a policy for initial teacher training in England: plotting a principled pedagogical path through a changing landscape

This paper explores the role of teacher educators in schools and universities in England and the changes that have arisen within the field of Initial Teacher Training (ITT) as a result of the Coalition government’s (2010 onwards) School Direct initiative. The discussion which follows and the conclusions suggested are live, current and of pivotal interest to all universities with ITT programmes, as well as all schools involved in the delivery of ITT, and all parties with a policy interest in the supply of effective teacher education. After setting the context, the discussion starts with a critical examination of ITT policy in England over the course of the last 20 years. We then consider troubling binaries inherent in teacher education and go on to explore insights from research: the importance of beliefs; the problem of enactment; the theory/practice divide. These are then used to craft the enabling constraints for third-space activity designed to set in motion a hybridisation process from which a new breed of teacher educator could emerge. We suggest that university and school colleagues working together in collaborative partnership can provide a principled pedagogical path through a changing landscape of education policy

Study trip as means of expanded learning

This article explores the study trip as an interconnected activity of work and play, constituting an extended means of teaching design studio in spatial design related disciplines. This study analyses the case of a cohort of about 200 students involved in a joint project in three cities, Athens, Tokyo and London, where groups were challenged with a common project brief. The students conducted empirical studies of the cities through play and enjoyment. The case study provides evidence of the benefits and issues emerging in this particular teaching and learning method of project-based and field work research in spatial design

Practicum for international students in teacher education programs: an investigation of three university sites through multisocialisation, interculturalisation and reflection

This chapter explores the practicum experience of international students undertaking education programs at three different universities in Australia. International students were interviewed about their practicum experiences with a particular focus on what worked well and what needed improvement. Through a thematic analysis as well as identifying aspects of the interview data related to multisocialisation, interculturalisation and reflection models the authors share findings even though international students may experience difficulties during their practicum they also note that these experiences allow them to learn. When mentor teachers were able to recognise the international students’ strengths then placements were successful. Further, unpacking areas that need improvement through a supportive manner enabled students to learn and reconstruct their practice. The rich and informative data on the challenges and successful approaches across the three sites in this study add to the body of literature regarding effective ways to improve work placements for international students

Exploring what works in art therapy with children with autism:Tacit knowledge of art therapists

Children with Autism Spectrum Disorders (ASD) are often referred to art therapy. To investigate what works in art therapy with these children 'tacit knowledge' of eight well experienced art therapists was explored. Promising components were arranged into the Context and Outcomes of Art Therapy (COAT) model. According to the respondents art therapy contributes with children with ASD to become more flexible and expressive, more relaxed, and more easy talking about their problems in the therapeutic setting as well as in their home situation. Considering the type of evidence in this study, further empirical research into the process and outcomes of art therapy with ASD children is strongly recommended