Achieving Human Potential Through Geography Education: A Capabilities Approach to Curriculum Making in Schools

This article provides the theoretical underpinnings for an innovative international collaborative project in the field of geography education named GeoCapabilities. The project attempts to respond in new ways to enduring challenges facing geography teachers in schools. These include the need to find convincing expression of geography's contribution to the education of all young people and coping with the apparent divergence of geography in educational settings and its highly disparate expression as a research discipline in university departments. The project also hopes to contribute to the development of a framework for communicating the aims and purposes of geography in schools internationally, because here, too, there is great variety in definitions of national standards and even of disciplinary allegiances (including, e.g., the social studies, humanities, and biological sciences). GeoCapabilities does not seek to flatten such divergences, for one of geography's great strengths is its breadth. The long-term goal is to establish a secure platform for the international development of teachers’ capacities as creative and disciplined innovators. The project encourages teachers to think beyond program delivery and implementation and to embrace their role as the curriculum makers

Prompt Beta Spectroscopy as a Diagnostic for Mix in Ignited NIF Capsules

The National Ignition Facility (NIF) technology is designed to drive deuterium-tritium (DT) internal confinement fusion (ICF) targets to ignition using indirect radiation from laser beam energy captured in a hohlraum. Hydrodynamical instabilities at interfaces in the ICF capsule leading to mix between the DT fue l and the ablator shell material are of fundamental physical interest and can affect the performance characteristics of the capsule. In this Letter we describe new radiochemical diagnostics for mix processes in ICF capsules with plastic or Be (0.9%Cu) ablator shells. Reactions of high-energy tritons with shell material produce high-energy $\beta$-emitters. We show that mix between the DT fuel and the shell material enhances high-energy prompt beta emission from these reactions by more than an order of magnitude over that expected in the absence of mix

Coherent X-ray Diffractive Imaging; applications and limitations

The inversion of a diffraction pattern offers aberration-free diffraction-limited 3D images without the resolution and depth-of-field limitations of lens-based tomographic systems, the only limitation being radiation damage. We review our experimental results, discuss the fundamental limits of this technique and future plans.Comment: 7 pages, 8 figure

Metacognitive therapy versus cognitive-behavioural therapy in adults with generalised anxiety disorder

BackgroundCognitive–behavioural therapy (CBT) is the treatment of choice for generalised anxiety disorder (GAD), yielding significant improvements in approximately 50% of patients. There is significant room for improvement in the outcomes of treatment, especially in recovery.AimsWe aimed to compare metacognitive therapy (MCT) with the gold standard treatment, CBT, in patients with GAD (clinicaltrials.gov identifier: NCT00426426).MethodA total of 246 patients with long-term GAD were assessed and 81 were randomised into three conditions: CBT (n = 28), MCT (n = 32) and a wait-list control (n = 21). Assessments were made at pre-treatment, post-treatment and at 2 year follow-up.ResultsBoth CBT and MCT were effective treatments, but MCT was more effective (mean difference 9.762, 95% CI 2.679–16.845, P = 0.004) and led to significantly higher recovery rates (65% v. 38%). These differences were maintained at 2 year follow-up.ConclusionsMCT seems to produce recovery rates that exceed those of CBT. These results demonstrate that the effects of treatment cannot be attributed to non-specific therapy factors.Declaration of interestA.W. wrote the treatment protocol in MCT and several books on CBT and MCT, and receives royalties from these. T.D.B. wrote the protocol in CBT and has published several articles and chapters on CBT and receives royalties from these. All other authors declare no competing interests

Professional development in teaching and learning for early career academic geographers: Contexts, practices and tensions

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 16th May 2011, available online: doi: 10.1080/03098265.2011.563380This paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and discipline-specific approaches; the credibility of alternative settings for professional development in teaching and learning; the valuing of professional development and of teaching in academic systems of reward and recognition; and the challenges of balancing professional and personal life. We summarize concepts of good practice and suggest opportunities for future research

Pan-European early switch/early discharge opportunities exist for hospitalised patients with methicillin-resistant <em>Staphylococcus</em> <em>aureus</em> complicated skin and soft-tissue infections

AbstractThe objective of this study was to document pan-European real-world treatment patterns and healthcare resource use and estimate opportunities for early switch (ES) from intravenous (IV) to oral antibiotics and early discharge (ED) in hospitalized patients with methicillin-resistant Staphylococcus aureus (MRSA) complicated skin and soft tissue infections (cSSTIs). This retrospective observational medical chart review study enrolled 342 physicians across 12 European countries who collected data from 1542 patients with documented MRSA cSSTI who were hospitalized (July 2010 to June 2011) and discharged alive (by July 2011). Data included clinical characteristics and outcomes, hospital length of stay (LOS), MRSA-targeted IV and oral antibiotic use, and ES and ED eligibility according to literature-based and expert-validated criteria. The most frequent initial MRSA-active antibiotics were vancomycin (50.2%), linezolid (15.1%), clindamycin (10.8%), and teicoplanin (10.4%). Patients discharged with MRSA-active antibiotics (n = 480) were most frequently prescribed linezolid (42.1%) and clindamycin (19.8%). IV treatment duration (9.3 ± 6.5 vs. 14.6 ± 9.9 days; p <0.001) and hospital LOS (19.1 ± 12.9 vs. 21.0 ± 18.2 days; p 0.162) tended to be shorter for patients switched from IV to oral treatment than for patients who received IV treatment only. Of the patients, 33.6% met ES criteria and could have discontinued IV treatment 6.0 ± 5.5 days earlier, and 37.9% met ED criteria and could have been discharged 6.2 ± 8.2 days earlier. More than one-third of European patients hospitalized for MRSA cSSTI could be eligible for ES and ED, resulting in substantial reductions in IV days and bed-days, with potential savings of €2000 per ED-eligible patient

Student- and school-level predictors of geography achievement in the United States, 1994–2018

This paper examines national gaps and trends in geography achievement in eighth grade from 1994 to 2018. Statistical models comprising student- and school-level variables were developed to predict achievement using data provided by the National Assessment of Educational Progress (NAEP). Although there were statistically significant relationships between achievement and school-level attributes such as geographic region and school sector, the magnitudes of the coefficients were relatively minor and inconsistent over time compared with student-level characteristics such as gender, race, ethnicity, and parental education. The results inform current policy directions and efforts to foster educational equity in K-12 geography