Eu(rope): (re)assembling, (re)casting and (re)aligning lines of de- and re-territorialisation of early childhood

The aim of this paper is to (re)(e)value(ate) current micro-and macropolicies and politics that shape – and are shaped by – conceptualisations of and, in consequence, practices towards young children in a range of institutions/figurations. The 'geopolitical' location for our investigation is Europe, understood as conceptual space(s) as well as (geographical) territory. Whilst we begin by focusing attention on events within an English context, we nevertheless move beyond geographical boundaries. We argue that movements that are currently being undertaken in England are not individual activities. Rather, England is infected and affected by European and global histories, practices, policies, philosophies and epistemologies. We argue that it is the oscillations between different components within a broad European assemblage (human and nonhuman) that makes something happen. Subsequently, we detail and question whether 'happenings' that are occurring in England can be considered as possible creative openings where early childhood education/care could be reassembled 'differently'. Once one steps outside what's been thought before . . . once one ventures outside what's familiar and reassuring, once one has to invent new concepts for unknown lands, then methods and moral systems break down and thinking becomes, as Foucault puts it, a ''perilous act'', a violence, whose first victim is oneself

Rosiglitazone and Myocardial Infarction in Patients Previously Prescribed Metformin

Objective: Rosiglitazone was found associated with approximately a 43% increase in risk of acute myocardial infarction (AMI) in a two meta-analyses of clinical trials. Our objective is to estimate the magnitude of the association in real-world patients previously treated with metformin. Research Design and Methods: We conducted a nested case control study in British Columbia using health care databases on 4.3 million people. Our cohort consisted of 158,578 patients with Type 2 diabetes who used metformin as first-line drug treatment. We matched 2,244 cases of myocardial infarction (AMI) with up to 4 controls. Conditional logistic regression models were used to estimate matched odds ratios for AMI associated with treatment with rosiglitazone, pioglitazone and sulfonylureas. Results: In our cohort of prior metformin users, adding rosiglitazone for up to 6 months was not associated with an increased risk of AMI compared to adding a sulfonylurea (odds ratio [OR] 1.38; 95% confidence interval [CI], 0.91–2.10), or compared to adding pioglitazone (OR for rosi versus pio 1.41; 95% CI, 0.74–2.66). There were also no significant differences between rosiglitazone, pioglitazone and sulfonylureas for longer durations of treatment. Though not significantly different from sulfonylureas, there was a transient increase in AMI risk associated with the first 6 months of treatment with a glitazone compared to not using the treatment (OR 1.53; 95% CI, 1.13–2.07) Conclusions: In our British Columbia cohort of patients who received metformin as first-line pharmacotherapy for Type 2 diabetes mellitus, further treatment with rosiglitazone did not increase the risk of AMI compared to patients who were treated with pioglitazone or a sulfonylurea. Though not statistically significantly different compared from each other, an increased risk of AMI observed after starting rosiglitazone or sulfonylureas is a matter of concern that requires more research

A multi-perspective evaluation of specialist mental health clinical pharmacist prescribers practising withing general practices in NHS Highland.

Mental health issues are a common feature of primary care consultations and around a third of GP consultations have a mental health element. The Scottish Government’s 10 year Mental Health Strategy has ambitions to transform services so every GP practice has multi-disciplinary teams (MDTs) who can support and treat patients with mental health issues while ensuring good communication with community mental health teams (CMHT) and secondary care services. Despite these strategic plans, there is currently a lack of specialist mental health clinical pharmacist prescriber input to the care of patients with mental health issues within general practice in NHS Highland. A 12 month pilot, funded by the Scottish Government’s Primary Care Transformation Fund, has been conducted during which two specialist mental health clinical pharmacist prescribers consulted with patients with depression and anxiety by appointment at one of two GP Practices in NHS Highland

The understated turn: Emerging interests and themes in Canadian posthumanist geography

This is the final version. Available on open access from Wiley via the DOI in this recordPosthumanist geography is a broad tradition incorporating a range of intersecting theoretical approaches including assemblage theory, actor‐network theory, new materialisms, affect theory, neo‐vitalism, political ecology, post‐phenomenology, and non‐representational theory—as well as contributions from a number of theoretically progressive subject fields such as new mobilities, relational thinking, sensory and performance studies, biosocial and biopolitics studies, and science and technology studies. The specificities of and differences between these traditions and fields aside, common to posthumanism is a scepticism of human exceptionalism. Here, the sovereign human subject is decentred, and in doing so, posthumanist work acknowledges the agencies of a full array of human and non‐human actors and forces. Recognizing that there are important “geographies to (the discipline of) geography,” this paper identifies and reviews some of the key posthumanist interests and themes that have emerged over recent years quietly and organically in Canadian geography, namely posthumanist (i) Indigenous geographies; (ii) animal and natures geographies; (iii) health, wellbeing, and disability geographies; (iv) affective and atmospheric geographies; and (v) non‐representational and creative methodologies. The paper concludes with some thoughts on the nature and strengths of Canadian posthumanist geography, and on some possibilities for future advancement

An evaluation of mental health clinical pharmacist prescribers within primary care medical practices in NHS Highland.

Background: A pilot has been conducted during which a specialist mental health clinical pharmacist prescriber (SMHCPP) consulted with patients by appointment at one of two GP Practices. Purpose: To evaluate the SMHCPP delivered pharmaceutical care to patients with anxiety disorders and/or depression in NHS Highland. Methods: Both pharmacists handed out a study pack to patients. Patient study packs included a questionnaire based on the CARE Measure plus 5-point Likert scale attitudinal statements all subject to statistical analysis. Ethical approval had been gained. Results: Eleven of 70 surveys were returned (response rate 16%) with an even gender split. Most were employed (n=9). Wellbeing was good (n=3), fair (n=6) or poor (n=2). All (n=11) thought the pharmacist excellent at 'making you feel at ease', 'really listening', 'being interested in you as a whole person', 'showing care and compassion', 'being positive', 'explaining things clearly'. Most said the pharmacist was excellent at 'letting you tell your story' (n=10), 'fully understanding your concerns' (n=10), 'helping you take control' (n=9) and 'making a plan of action with you' (n=8). All (n=11) strongly agreed/agreed they were 'confident that a pharmacist will prescribe as safely as a GP' also that they wanted their 'pharmacist and doctor to work together to make sure I am receiving the best treatment'. However, 'given the choice, I prefer to consult a GP rather than a pharmacist' half (n=5) were unsure, some strongly agreed (n=1)/agreed (n=1) but others strongly disagreed (n=2)/disagreed (n=2). Conclusions: Overall, this small sample from a difficult to reach population were positive about care they received from the SMHCPP

Epistemic roles of materiality within a collaborative invention project at a secondary school

In this study, we examined maker‐centred learning from an epistemic perspective, highlighting the agentic role of material engagement and artefacts in learning and creativity. The use of physical materials plays a crucial role in maker activities where the socio‐epistemic aspects of knowledge creation entangle with the designing and making of physical artefacts. By taking a case study perspective, we analysed video data from nine design sessions involving a team of students (aged 13 to 14) developing an invention. First, we analysed knowledge that was built during the process. Our analysis revealed how design ideas evolved from preliminary to final stages and, together with the expressed design problems and conversations preceding the ideas, formed an epistemic object pursued by the team. Next, we included non‐human agencies into the analysis to understand the role of materials in the process. Features of materials and human design intentions both constrained and enabled idea improvement and knowledge creation, intermixing meanings and materials. Material making invited the students to not only rely on human rationalisation, but also to think together with the materials.In this study, we examined maker-centred learning from an epistemic perspective, highlighting the agentic role of material engagement and artefacts in learning and creativity. The use of physical materials plays a crucial role in maker activities where the socio-epistemic aspects of knowledge creation entangle with the designing and making of physical artefacts. By taking a case study perspective, we analysed video data from nine design sessions involving a team of students (aged 13 to 14) developing an invention. First, we analysed knowledge that was built during the process. Our analysis revealed how design ideas evolved from preliminary to final stages and, together with the expressed design problems and conversations preceding the ideas, formed an epistemic object pursued by the team. Next, we included non-human agencies into the analysis to understand the role of materials in the process. Features of materials and human design intentions both constrained and enabled idea improvement and knowledge creation, intermixing meanings and materials. Material making invited the students to not only rely on human rationalisation, but also to think together with the materials.Peer reviewe

Suspended liminality: Vacillating affects in cyberbullying/research

This paper develops a concept of liminal hotspots in the context of i) a secondary analysis of a cyberbullying case involving a group of school children from a Danish school, and ii) an altered auto-ethnography in which the authors ‘entangle’ their own experiences with the case analysis. These two sources are used to build an account of a liminal hotspot conceived as an occasion of troubled and suspended transformative transition in which a liminal phase is extended and remains unresolved. The altered auto-ethnography is used to explore the affectivity at play in liminal hotspots, and this liminal affectivity is characterised in terms of volatility, vacillation, suggestibility and paradox

Troubling "understanding mathematics-in-depth": Its role in the identity work of student-teachers in England

Copyright @ The Author(s) 2013. This article is published with open access at Springerlink.comThis article has been made available through the Brunel Open Access Publishing Fund.In this paper, we focus on an initiative in England devised to prepare non-mathematics graduates to train as secondary mathematics teachers through a 6-month Mathematics Enhancement Course (MEC) to boost their subject knowledge. The course documentation focuses on the need to develop “understanding mathematics in-depth” in students in order for them to become successful mathematics teachers. We take a poststructural approach, so we are not interested in asking what such an understanding is, about the value of this approach or about the effectiveness of the MECs in developing this understanding in their participants. Instead we explore what positions this discourse of “understanding mathematics in-depth” makes available to MEC students. We do this by looking in detail at the “identity work” of two students, analysing how they use and are used by this discourse to position themselves as future mathematics teachers. In doing so, we show how even benign-looking social practices such as “understanding mathematics in-depth” are implicated in practices of inclusion and exclusion. We show this through detailed readings of interviews with two participants, one of whom fits with the dominant discourses in the MEC and the other who, despite passing the MEC, experiences tensions between her national identity work and MEC discourses. We argue that it is vital to explore “identity work” within teacher education contexts to ensure that becoming a successful mathematics teacher is equally available to all.King’s College Londo

‘I had to pop a wheelie and pay extra attention in order not to fall:’ embodied experiences of two wheelchair tennis athletes transgressing ableist and gendered norms in disability sport and university spaces

When bodies move in certain contexts, it can mean very different things for different people. In our society, some bodies are more valued than others, and detrimentally, this can mean that certain types of bodies are ostracised and segregated to the outskirts of production economies and society. Dis/ability sport spaces, able-bodied sports spaces and able-bodied university spaces have been an under-researched area when considering how the body moves throughout these spaces for elite wheelchair athletes taking part in university courses. To learn more, this paper drew on feminist poststructuralism and new materialist perspectives and shared an insight into how two athletes with dis/abilities transgressed abled and gendered norms in different spaces and how they positioned themselves as athletic bodies and disabled bodies in these spaces. Employing a post-critical ethnographic design, we found that dependent on the space a dis/abled body is in constant flux as to when it feels marginalised and different (typically able-bodied spaces) and when it feels included, valued, and strong (typically dis/abled spaces). Significantly, the materiality of the institutional structures of universities, founded upon historic aesthetics of beauty dictated the physical spaces the athletes entered and created spaces of exclusion based on capitalist and ableist ideologies

'You were quiet - I did all the marching': Research processes involved in hearing the voices of South Asian girls

This article is available open access through the publisher’s website at the link below. Copyright @ 2011 A B Academic Publishers.This article provides insights into the outcomes of reflection following two interview approaches used to explore narratives of the lived, individual experiences of South-Asian girls living in West London. In attempting to illuminate and re-present the cultural experiences as told by these girls, the choice of interview approach became critical in allowing the voices to be effectively heard (Rogers, 2005). This article therefore considers how a semi-structured interview approach offered valuable insights into the girls' experiences but became constraining for both researcher and participant in unveiling the complexity and depth of their lives. These constraints emerged through reflection by both participants and researcher. As a result of reflexivity during the research process, the researcher moved towards the use of research conversations during the second phase of the study. Ultimately the study revealed how the girls felt empowered by the opportunity to narrate their individual experiences and tell of their lives. In narrating their reflections on being part of the research, there was a clear recognition that the process facilitated the articulation of new voices and ‘multi-voicedness’ (Moen, 2006