Orbifolds and commensurability

These are notes based on a series of talks that the author gave at the "Interactions between hyperbolic geometry and quantum groups" conference held at Columbia University in June of 2009.Comment: 11 page

Unfixing knowledges: Queering the literacy curriculum

In the literacy classroom, students have few opportunities to use their literacy practices to contest narratives of race, class, gender and sexuality. Instead, extensive time is spent completing literacy activities associated with what 'good' readers and writers do. Students' literacy practices are often formulaic, repetitive, and serve classroom management strategies producing a mythic narrative of good literacy teaching. This paper introduces a queer literacy curriculum that poses pedagogy as a series of questions: What does being taught, what does knowledge do to students? How does knowledge become understood in the relationship between teacher/text and student? (Lusted, 1986) It emphasizes developing critical analyses of heterosexism, heteronormativity and normativity with the goal of helping students understand binary categories are not givens, rather social constructions we are often forced to perform (Butler, 1990) through available discourses. The paper highlights an interruption into the literacy curriculum where, through collective memory work, students investigated, analysed and contested the usually-not-noticed ways a small understanding of heterosexuality has come to structure their lives

Great circle links and virtually fibered knots

We show that all two-bridge knot and link complements are virtually fibered. We also show that spherical Montesinos knot and link complements are virtually fibered. This is accomplished by showing that such knot complements are finitely covered by great circle link complements.Comment: Minor changes. To appear in Topology. 12 pages, 7 figure

Reflection in work-based learning: self-regulation or self-liberation?

This article considers the role of reflective practice in work-based learning in higher education. The benefits of using reflection for learning at work have been widely recognised and the pedagogy to support reflection is now established. However, the use of reflective practice has been subjected to considerable critique, and many of the criticisms draw on Michel Foucault's concepts of governmentality, pastoral power, confession and self-regulation. Drawing on our professional experiences of supporting students in undertaking reflection, we examine the general critique put forward. Having considered the case that reflection supports self-regulation in a way which disadvantages individuals while benefiting organisations, we argue that reflection can be used to empower individuals. We do this by drawing attention to the elements of Foucault's argument which include the importance of agency in the exercise of power

Playing public health: building the HIVe

In thinking through the impact of digital media on how frontline workers, activists, practitioners and researchers understand and fight HIV and AIDS, it is important to acknowledge that digital media does not only provide new channels and strategies for communicating information around HIV prevention and education. It also establishes innovative domains for conceiving of, and building, ‘resilient communities’ like The HIVe. Such digital interventions are cultural assets that confront biomedical and behavioural approaches to HIV prevention and education. Immersive and social technologies, network ubiquity and low cost mobile phones provide new tools for aggregating, representing, collecting and disseminating community-based and led data that ‘plays’ public health differently. This play involves fore-fronting the success of social science HIV prevention and education against the essentialist logic of dominant biomedical approaches. ‘Playing public health’ provides an entirely new and comprehensive picture of the agency of the HIV virus that goes beyond the pathology of the individual. This paper proposes the goal of putting HIV prevention back into the ‘game’ of public health and playing it to win by building The HIVe

European Paediatric Formulation Initiative (EuPFI)-Formulating Ideas for Better Medicines for Children.

© American Association of Pharmaceutical Scientists 2016, published by Springer US, available online at doi: https://doi.org/10.1208/s12249-016-0584-1The European Paediatric Formulation Initiative (EuPFI), founded in 2007, aims to promote and facilitate the preparation of better and safe medicines for children through linking research and information dissemination. It brings together the capabilities of the industry, academics, hospitals, and regulators within a common platform in order to scope the solid understanding of the major issues, which will underpin the progress towards the future of paediatric medicines we want.The EuPFI was formed in parallel to the adoption of regulations within the EU and USA and has served as a community that drives research and dissemination through publications and the organisation of annual conferences. The membership and reach of this group have grown since its inception in 2007 and continue to develop and evolve to meet the continuing needs and ambitions of research into and development of age appropriate medicines. Five diverse workstreams (age-appropriate medicines, Biopharmaceutics, Administration Devices, Excipients and Taste Assessment & Taste Masking (TATM)) direct specific workpackages on behalf of the EuPFI. Furthermore, EuPFI interacts with multiple diverse professional groups across the globe to ensure efficient working in the area of paediatric medicines. Strong commitment and active involvement of all EuPFI stakeholders have proved to be vital to effectively address knowledge gaps related to paediatric medicines, discuss potential areas for further research and identify issues that need more attention and analysis in the future.Peer reviewedFinal Accepted Versio