Inspiring inclusion in your classroom and beyond

This article reflects upon teachers’ engagement in a Leadership for Inclusion Community of Practice (LIn-CoP), which utilised the Participatory Action Learning Action Research (PALAR) strategy. The study explored if and how engagement could support teachers to develop and exercise leadership for inclusion, using Grudnoff, Haigh, Cochran-Smith, Eil and Ludlow (2017) six facets for equity. Data were drawn from seven early career elementary teachers in the Republic of Ireland over a three-year period. The teachers sought successfully to: 1) develop six facets of equity and, 2) overcome barriers to applying their learning in their contexts. Analysis unveiled many examples of inclusive practices for promoting equity, thus narrowing the values practice gap related to inclusion. The findings also highlight for researchers and professional learning facilitators the potential of the PALAR LIn-CoP model for applying teacher learning in situated environments, in the face of organisational barriers

Needs Assessment of Emergency Medical Care in Zimbabwe: Preliminary Results from a Survey of Primary Care Physicians

Zimbabwe is a country with a strong foundation of medical care and education, a history of economic distress, and recent steps towards recovery. Emergency medicine is not a specialty within this country. The purpose of the study is to establish the current needs of Zimbabwean physicians in emergency medical care training. Methods: An anonymous online survey was distributed to physicians through the College of Primary Care Physicians of Zimbabwe (CPCPZ) listserv. This instrument was designed and hosted on the surveymonkey.com website. Thirteen questions included multiple choice/selection, rank order using a Likert scale and free text. Physicians were asked to complete the survey on three different occasions, but did not receive any remuneration. Results: Fifteen respondents completed at least a part of the survey out of approximately 50 on the primary care physician listserv. Six of 15 respondents (40%) currently consider themselves as working in an acute care setting; 12 (86%) of the respondents report having Basic Life Support training and 8 (57%) report Advanced Cardiac Life Support training. Two of respondents (14%) have had Paediatric Advanced Life Support level training, and two (14%) have had Advanced Trauma Life Support training. Skills that greater than 85% of respondents felt emergency care physicians should receive include: bedside ultrasound, central venous access, cardioversion/defibrillation, chest tube insertion, intubation and lumbar puncture. Greater than 50% of the respondents saw current emergency medicine technician provider’s skills to be insufficient in cardioversion/defibrillation. Challenges to the development of emergency medical care identified include: balancing acute care needs with the burden of chronic disease including HIV and tuberculosis, funding emergency medical systems, and convincing the medical establishment that emergency medical care providers can be more than “casualty officers”. Suggestions offered for development include: involvement of the undergraduate training programs in medicine and nursing, and development of certification programs within the country to recognize specialized training in emergency care. Conclusion: Providers in Zimbabwe have identified some key areas of focus for emergency medicine development within Zimbabwe. Respondents have suggested a path forward: the provision of increased undergraduate medical training; official certifications of emergency medical care skills; and government recognition. The low number of respondents significantly limits this study and its conclusions

Inspiring inclusion in your classroom and beyond

This article reflects upon teachers’ engagement in a Leadership for Inclusion Community of Practice (LIn-CoP), which utilised the Participatory Action Learning Action Research (PALAR) strategy. The study explored if and how engagement could support teachers to develop and exercise leadership for inclusion, using Grudnoff, Haigh, Cochran-Smith, Eil and Ludlow (2017) six facets for equity. Data were drawn from seven early career elementary teachers in the Republic of Ireland over a three-year period. The teachers sought successfully to: 1) develop six facets of equity and, 2) overcome barriers to applying their learning in their contexts. Analysis unveiled many examples of inclusive practices for promoting equity, thus narrowing the values practice gap related to inclusion. The findings also highlight for researchers and professional learning facilitators the potential of the PALAR LIn-CoP model for applying teacher learning in situated environments, in the face of organisational barriers

Development of the CRIS (Collinear Resonant Ionisation Spectroscopy) beam line

International audienc

The Acceptance and Feasibility of Replacement Feeding at 6 Months as an HIV Prevention Method in Lilongwe, Malawi: Results From the BAN Study

International guidelines recommend exclusive breastfeeding to 6 months among HIV-infected mothers choosing to breastfeed and cessation thereafter if replacement feeding is acceptable, feasible, affordable, sustainable and safe. When mothers wean they are challenged to provide an adequate replacement diet. This study investigates the use and acceptability of a lipid-based nutrient supplement (LNS) as a breastmilk substitute when provided to infants (6-12mo) of HIV-positive mothers, as part of the Breastfeeding, Antiretroviral, and Nutrition (BAN) Study. A sub-sample of mothers (n=45) participated in interviews that explored exclusive breastfeeding, weaning, and strategies to feed LNS. Mothers reported several weaning strategies, including gradual reduction of breastfeeding, expressing breastmilk into a cup, and separation of mother and child. LNS, a peanut-based micronutrient fortified paste, was highly accepted and incorporated into the traditional diet. Weaning is a feasible HIV prevention method among this population in Malawi when supported by the provision of LNS as a breastmilk substitute

Shape coexistence in ¹⁸⁷Au studied by laser spectroscopy

Hyperfine-structure parameters and isotope shift of the 9/2− isomeric state in 187Au relative to 197Au for the 267.6-nm atomic transition have been measured for the first time using the in-source resonance-ionization spectroscopy technique. The magnetic dipole moment and change in the mean-square charge radius for this 9/2− isomer have been deduced. The observed large isomer shift relative to the 1/2+ ground state in 187Au confirms the occurrence of the shape coexistence in 187Au proposed earlier from the analysis of the nuclear spectroscopic data and particle plus triaxial rotor calculations. The analysis of the magnetic moment supports the previously proposed 9/2−, 1/2−⁢[541] assignment at moderate prolate deformation for 187Au

Shape coexistence in 187^{187}Au studied by laser spectroscopy

International audienceHyperfine-structure parameters and isotope shift of the 9/2$^−$ isomeric state in $^{187}$Au relative to $^{197}$Au for the 267.6-nm atomic transition have been measured for the first time using the in-source resonance-ionization spectroscopy technique. The magnetic dipole moment and change in the mean-square charge radius for this 9/2$^−$ isomer have been deduced. The observed large isomer shift relative to the 1/2$^+$ ground state in $^{187}$Au confirms the occurrence of the shape coexistence in $^{187}$Au proposed earlier from the analysis of the nuclear spectroscopic data and particle plus triaxial rotor calculations. The analysis of the magnetic moment supports the previously proposed 9/2$^−$, 1/2$^−$[541] assignment at moderate prolate deformation for $^{187}$Au$^m$