Successful Treatment of Early Endometrial Carcinoma by Local Delivery of Levonorgestrel: A Case Report

We describe a case of a 67-year-old Caucasian woman with an early, moderately-differentiated adenocarcinoma of the endometrium. A levonorgestrel-releasing intrauterine system was inserted, which she tolerated well. A full D&C, following removal of the device, was performed after 9 months, confirming absence of tumoral tissue. Examination after 24 months showed a very thin endometrium, indicating complete remission

Protecting Food Supply and Farmer Livelihoods in West Africa: Strategies for Risk Reduction

Weather extremes and high population growth are challenging the achievement of SDG 2 Zero Hunger in West Africa. It is essential to understand how crop production decisions by farmers affect the reliability of food production and the stability of their livelihoods. • Future food security scenarios are often based on models that ignore annual weather variability and weather extremes. As a result, this approach also disregards the risk of having lower than expected yields, with adverse consequences for food security and farmer livelihoods. • We propose a stochastic modelling framework that allows to study the reliability of food production under crop yield uncertainty, and explore different strategies to increase this reliability at a minimum cost

Learning from sustainable development: education in the light of public issues

Education for sustainable development (ESD) is increasingly affecting environmental education policy and practice. In this article we show how sustainable development is mainly seen as a problem that can be tackled by applying the proper learning processes and how this perspective translates sustainability issues into learning problems of individuals. We present a different perspective on education in the context of sustainable development based on novel ways of thinking about citizenship education and emphasizing the importance of presenting issues of sustainable development as ‘public issues’, as matters of public concern. From this point of view, the focus is no longer on the competences that citizens must achieve, but on the democratic nature of the spaces and practices in which participation and citizenship can develop

Essential Noninvasive Multimodality Neuromonitoring for the Critically Ill Patient

This article is one of ten reviews selected from the Annual Update in Intensive Care and Emergency Medicine 2020. Other selected articles can be found online at . Further information about the Annual Update in Intensive Care and Emergency Medicine is available from

Unseen roots and unfolding flowers? Prison learning, equality and the education of socially excluded groups

The objective of this theoretical article is to critique the notion that adult education, in its current marketised formations, might serve the purpose of rehabilitating learners. To date there has been no detailed interrogation by educationalists of the desirability of rehabilitation as an overarching aim for prison education, or to consider the existing educational philosophies that notions of rehabilitation might cohere with. This article begins to address this gap by engaging with the idea of rehabilitation from a critical adult education perspective. The conceptual framework informing the analysis is critical adult education theory, drawing tangentially on the work of Raymond Williams. The overarching assumption is that education might be understood as the practice of equality, which I employ alongside conceptualisations of empowering adult literacies learning as drawn from writings in the field of New Literacies Studies (NLS). These approaches enable the critique of criminological theory associated with prison learning, alongside the critique of assumptions traceable to NLS. The analysis focuses more specifically on Scotland’s prison system, where the criminological theory of ‘desistance’ currently holds some sway. I observe that whilst perspectives of criminologists and educationists draw upon similar sociological assumptions and underpinnings, different conclusions are inferred about the purpose and practice of adult learning. Here criminologists' conceptualisations tend to neglect power contexts, instead inferring educational practices associated typically with early years education. I also demonstrate the importance of equality in the context of adult education, if educators are to take responsibility for the judgements they make in relation to the education of socially excluded groups