"It's the controlling still". Power effects in the implementation of the bicultural/bilingual early childhood curriculum in Aotearoa/New Zealand.

Racism is an undelying current within educational practice in Aotearoa/New Zealand. This paper discusses some of the data from a doctoral study that explored a particular teacher education context. In Aotearoa, the early childhood curriculum, Te Whariki, has a bicultural paradigm that requires a degree of bicultural and bilingual competence on the part of educators. This paper explores some of the issues around preparing teachers to deliver this curriculum, with a particular focus on racism

Critical Pedagogies of Place: Some Considerations for Early Childhood Care and Education in a Superdiverse ‘Bicultural’ Aotearoa (New Zealand)

National education policy must respond to demographic changes.  In Aotearoa (New Zealand), recent immigration policy changes have resulted in the new challenge of superdiversity, which is overlaid in a bicultural context of the longstanding impacts of the colonisation of the Indigenous Māori.  The lack of equity in this ‘bicultural’ arrangement remains to be fully resolved due to the dominance of the settler culture. The early childhood care and education sector requires of its teachers a deep cultural understandings of and engagement with all those children and families present in the education settings. This article provides a discussion of the dilemma of superdiversity faced by a ‘bicultural’ education policy environment. It then describes the results of a study that utilised a process of documentary analysis to critically examine the macro- and micro-level policy statements and reports with regard to bicultural and cultural diversity matters in early childhood care and education settings in Aotearoa (New Zealand).   The implications of the findings point to challenges faced by teachers when translating policy commitments into pedagogical enactment. The findings suggest that it is important for teachers to not only engage deeply with the Indigenous Māori language, culture, and local histories of connectedness with place, but that this engagement should also be made available to immigrant children and families.  Teachers can engage with immigrant families’ important stories and histories of connectedness to the special places of their homelands.  The paper concludes with discussion of recommendations regarding the need for both pre-service and in-service education for teachers in relation to these important issues of equity, social justice, culture, diversity and place-connectedness

Kia tū taiea : honorer les liens

L’histoire de la colonisation, à laquelle se sont superposées des tendances modernistes et, plus récemment, néolibérales, a eu un grave impact sur les communautés maories en Nouvelle-Zélande. La confiance a disparu de la relation entre colonisé et colonisateur, et de nombreux Maoris sont aux prises avec les conséquences toujours actives de la colonisation : perte des langues, des savoirs et pratiques relatifs à la guérison, au spirituel, à l’éducation des enfants et à l’éducation de façon générale. Cet article examine les réponses qui ont été apportées à ces pertes, autant du point de vue de la conception maorie de l’éducation de la petite enfance, en immersion, afin de maintenir son autorité propre, que de celui de la majorité blanche dominante. Il met en évidence les tensions qui freinent la capacité des familles et des tribus maories à rétablir leurs langues et leurs pratiques en matière de soin et d’éducation de leurs jeunes enfants.The history of colonization, overlaid with modernist and more recently neoliberal impositions has had a severe impact on Māori communities in Aotearoa New Zealand. The relationship between colonized and colonizer has lost trust, and many Māori struggle with the ongoing impacts of colonization. These impacts include the loss of languages, traditional healing and spiritual knowledges and practices, and specific practices pertaining to child-rearing and education. This paper addresses the responses to such losses, from the perspectives of both Māori immersion early childhood education, which has aimed to maintain its own authority (tino rangatiratanga), as well as the wider “white-stream” sector. It highlights the tensions that impinge on the capacity of Māori families and tribes as they seek to restore their languages and practices in relation to the care and education of their young children.La historia de la colonización, a la que se han superpuesto unas tendencias modernistas y, más recientemente, neoliberales, tuvo un grave impacto sobre los comunidades maoríes en Nueva-Zelanda. Ha desaparecido la confianza en la relación entre colonizado y colonizador, y numerosos son los Maoríes que tienen que enfrentarse con las consecuencias siempre activas de la colonización: pérdida de las lenguas, de los saberes y prácticas relativas a la cura, a lo espiritual, a la educación de los niños y a la educación de manera general. Este artículo examina las respuestas dadas a estas pérdidas, tanto desde el punto de vista de la concepción maorí de la educación de la pequeña infancia, en inmersión, para mantener su propia autoridad, como desde el punto de vista de la mayoría blanca dominante. Evidencia las tensiones que frenan la capacidad de las familias y de las tribus maoríes de restablecer sus lenguas y sus prácticas en material de cura y de educación de sus niños

Patient and public attitudes to and awareness of clinical practice guidelines : a systematic review with thematic and narrative syntheses

Article Accepted Date: 15 July 2014 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. Acknowledgements The research leading to these results has received funding from the European Community’s Seventh Framework Programme (FP7/2007-2013) under grant agreement n° 258583 (DECIDE project). The Health Services Research Unit, Aberdeen University, is funded by the Chief Scientist Office of the Scottish Government Health Directorates. The authors accept full responsibility for this paper and the views expressed in it are those of the authors and do not necessarily reflect those of the Chief Scientist Office. NS receives funding through a Knowledge Translation Fellowship from the Canadian Institutes of Health Research. No funding bodies had a role in the manuscript. We would like to thank Healthcare Improvement Scotland and the University of Dundee for support, including access to literature. We would also like to thank Lorna Thompson (Healthcare Improvement Scotland), for her help with the protocol for this review.Peer reviewedPublisher PD

Report of an international workshop to explore the utility of the AGREE II instrument for appraisal of rare disease guidelines

No abstract available

Prognostic limitations of donor t cell chimerism after myeloablative allogeneic stem cell transplantation for acute myeloid leukemia and myelodysplastic syndromes

Donor T cell chimerism is associated with relapse outcomes after allogeneic stem cell transplantation (alloSCT) for acute myeloid leukemia (AML) and myelodysplastic syndromes (MDS). However, measures of statistical association do not adequately assess the performance of a prognostic biomarker, which is best characterized by its sensitivity and specificity for the chosen outcome. We analyzed donor T cell chimerism results at day 100 (D100chim) after myeloablative alloSCT for AML or MDS in 103 patients and determined its sensitivity and specificity for relapse-free survival at 6 months (RFS6) and 12 months (RFS12) post-alloSCT. The area under the receiver operating characteristic curve for RFS6 was .68, demonstrating only modest utility as a predictive biomarker, although this was greater than RFS12 at .62. Using a D100chim threshold of 65%, the specificity for RFS6 was 96.6%; however, sensitivity was poor at 26.7%. This equated to a negative predictive value of 88.5% and positive predictive value of 57.1%. Changing the threshold for D100chim to 75% or 85% modestly improved the sensitivity of D100chim for RFS6; however, this was at the expense of specificity. D100chim is specific but lacks sensitivity as a prognostic biomarker of early RFS after myeloablative alloSCT for AML or MDS. Caution is required when using D100chim to guide treatment decisions including immunologic manipulation, which may expose patients to unwarranted graft-versus-host disease

Change in Health-related Quality of Life After Referral to Memory Assessment Services

: Despite strong support for the provision of memory assessment services (MASs) in England and other countries, their effectiveness in improving patient outcomes is uncertain. We aimed to describe change in patients' health-related quality of life (HRQL) 6 months after referral to MASs and to examine associations with patient characteristics and use of postdiagnostic interventions. Data from 883 patients referred to 69 MASs and their informal caregivers (n=569) were collected at referral and 6 months later. Multivariable linear regression was used to examine associations of change in HRQL (DEMQOL, DEMQOL-Proxy) with patient characteristics (age, sex, ethnicity, socioeconomic deprivation, and comorbidity) and use of postdiagnostic interventions (antidementia medications and nonpharmacological therapies). Mean HRQL improved, irrespective of diagnosis: self-reported HRQL increased 3.4 points (95% CI, 2.7-4.1) and proxy-reported HRQL 1.3 points (95% CI, 0.5-2.1). HRQL change was not associated with any of the patient characteristics studied. Patients with dementia (54%) receiving antidementia drugs reported greater improvement in their HRQL but those using nonpharmacological therapies reported less improvement compared with those note receiving therapy. HRQL improved in the first 6 months after referral to MASs. Research is needed to determine longer term sustainability of the benefits and the cost-effectiveness of MASs.<br/

Teaching and learning in COVID-19 : Pandemic quilt storying

Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the quilt in this collaboration and hold quilting as a Feminist intervention, a return to her-stories and ways of knowing through story as we stitch together cultural and material stories of place. Our COVID-19 chronicles are a creative, collaborative exploration of the initial impact of the COVID-19 pandemic on learning and teaching across our respective countries. This paper is a collaboration of critical auto-ethnographies (Holman Jones, 2016), quilted and stitched together by a group of education scholars who united to research the impact of online emergency teaching that forced education site closures globally. Through this collaborative image quilting, we curated responses to our initial 100-word stories of pandemic life in 2020, that we had posted on a collaborative Padlet. Feminist, storying, and ethnographic theory inform alignment and stitching of each 100-word patch

Reviving phage therapy for the treatment of cholera

Cholera remains a major risk in developing countries, particularly after natural or man-made disasters. Vibrio cholerae El Tor is the most important cause of these outbreaks, and is becoming increasingly resistant to antibiotics, so alternative therapies are urgently needed. In this study, a single bacteriophage, Phi_1, was used prophylactically and therapeutically to control cholera in an infant rabbit model. In both cases, phage-treated animals showed no clinical signs of disease, compared with 69% of untreated control animals. Bacterial counts in the intestines of phage-treated animals were reduced by up to 4 Log10 CFU/g. There was evidence of phage multiplication only in animals which received a V. cholerae challenge. No phage-resistant bacterial mutants were isolated from the animals, despite extensive searching. This is the first evidence that a single phage could be effective in the treatment of cholera, without detectable levels of resistance. Clinical trials in human patients should be considered