Masterful women: Colonial women slaveholders in the urban low country

When Abraham Minis, merchant and tavern keeper, of Savannah, Georgia sat down to draw up his last will and testament he faced a heart-wrenching dilemma: how would he successfully provide for all of his eight children and also ensure that his beloved wife Abigail would have enough to live out the rest of her days in widowhood in comfort? Three years later, in spring 1757, Abraham died. When his will was read, there were thankfully no surprises for Abigail and their children – Abraham had followed Low Country custom regarding the division of family wealth. He gave his three sons his horses and mares and left five daughters all of his black cattle. It was Abigail, he explained, who was to inherit “all the rest of my Estate both real and personal” to be “enjoyed by her” so that she would be able to “maintain educate and bring up our children.” He sealed his love, approval, and trust in his wife's abilities to meet this request by nominating her his sole executrix. Any help that she might need when settling the affairs of his estate, he observed, would be provided by his loyal friends Joseph Phillips and Benjamin Sheftall, who would assist and advise her

Methods for assessing the contribution of renewable technologies to energy security: the electricity sector of Fiji

In recent years, renewable energy technologies have been advocated in Fiji on the basis that they improve energy security and serve as a risk-mitigation measure against oil price volatility. Despite this, there have been no published attempts to measure the impact of renewable technologies on energy security or to assess the major threats to that security. This analysis is important if the benefits of renewable energy sources in Fiji are to be evaluated adequately. This article considers the key threats to the security of electricity supply in Fiji for grid-connected and off-grid areas and uses these as a basis for a definition of energy security that is relevant to Fiji. It proposes a method for assessing the potential contribution of renewable technologies to the security of electricity supply in Fiji, based on mean-variance portfolio theory used in financial markets

Regional service delivery among Pacific Island countries: an assessment

Experience with pooling service delivery among Pacific Island countries has not met the optimistic expectations of advocates, finds this study. Abstract Pacific Island countries face a range of development challenges, including smallness, distance from major markets and capacity constraints. Regional service delivery, or pooling, has been advocated as a means of addressing these challenges. This article presents the findings from the first comprehensive study of pooling initiatives in the Pacific. It draws on a review of the literature pertaining to 20 pooling initiatives identified in the region and on interviews with stakeholders involved in many of those initiatives. The study finds that experience with pooling among Pacific Island countries has not met the optimistic expectations of advocates, including development partners. This is the result of the challenges inherent in voluntary regionalism, which are exacerbated by the diversity of Pacific Island states and political economy constraints. The article concludes that an incremental approach to expansion of regional service provision in the Pacific is both likely and appropriate given these factors

Electricity Generation in Fiji: Assessing the Impact of Renewable Technologies on Costs and Financial Risk

In recent years, renewable energy technologies have been advocated in Fiji on the basis that they improve energy security and serve as a risk-mitigation measure against oil price volatility. Despite this, there have been few attempts to measure the impact of renewable technologies on energy security. That analysis is important if the benefits of renewable energy technologies in Fiji are to be adequately evaluated. This paper develops and applies a method for assessing the potential contribution of renewable technologies to the security of electricity supply in Fiji. The method is based on an application of portfolio theory, traditionally used in financial markets, to the electricity generation mix in Fiji. The results demonstrate the impact of different renewable technologies on both portfolio generation cost and risk for Fijian electricity grids.renewable energy technologies, energy policy, electricity sector, Fiji, oil prices, portfolio analysis, Pacific islands, Resource /Energy Economics and Policy,

What inequality means for children: evidence from young lives. Background paper for the Global Thematic Consultation “Addressing Inequalities” in the post-2015 Development Agenda

Understanding how poverty and inequalities impact on children is the major goal of Young Lives, a unique longitudinal, mixed-methods research and policy study. We are tracking two cohorts of 12,000 children growing-up in Ethiopia, the state of Andhra Pradesh (AP) India, Peru and Vietnam. In this paper we offer eight key research messages, focusing on: 1. How inequalities interact in their impact on children’s development, and the vulnerability of the most disadvantaged households. 2. The ways inequalities rapidly undermine the development of human potential. 3. How gender differences interconnect with other inequalities, but do not always advantage boys in Young Lives countries. 4. The links between poverty, early ‘stunting’, and later outcomes, including psycho-social functioning, as well as emerging evidence that some children may recover. 5. Inequalities that open up during the later years of childhood, linked to transitions around leaving school, working, and anticipating marriage etc. 6. Children’s own perceptions of poverty and inequality, as these shape their well-­being and long-­term prospects. 7. Evidence of the growing significance of education, including the ways school systems can increase as well as reduce inequalities. 8. The potential of social protection programmes in poverty alleviation. We conclude that since inequalities are multidimensional, so too must be the response. Equitable growth policies, education and health services, underpinned by effective social protection, all have a role to play

Physical Education, Games and Physical Activity: an investigation into the attitudes of secondary school PE teachers, how these have shaped their practice, and the influence on their students

This research investigates the influence of Physical Education teachers attitudes on their students as a result of the influence it has on their practice of Physical Education, Games and Physical Activity (PEGPA). An individual's attitudes are ever changing, are ascertained through their unique experiences (Harrison, 2007) as well as embedded in memories (Fazio, 1986). Arguably, Physical Education teachers develop their attitudes through the process of Occupational Socialisation, a model presented by Stroot and Williamson (1993), an adaptation of Lortie’s (1977) framework. This framework is explored in the literature review and used throughout the discussion to understand the study’s findings. The three stages of the Occupational Socialisation framework are anticipatory, professional and organisational, reflecting those attitudes teachers acquire during their time at school, during teacher training and when they transition into the workplace. Such a learning of attitudes is recognised as an apprenticeship of observations (Schempp, 1989) and is conveyed in this research as those attitudes the participants learnt from their own PE teachers and now reproduce in their own practice. The study design consists of 4 online interviews with Physical Education teachers from the same department and 11 questionnaire responses from their Key Stage 4 female students. The research findings highlighted four key themes in the data. The concepts habitus, capital and doxa (Bourdieu,1977; 1984; 1986); are used to explore the role of Physical Education teacher’s attitudes shaping their practice in the field of PEGPA, and what potential influence this has on their students. The data indicated a high value of Physical Activity for Key Stage 4 students to ensure they can lead healthy active lifestyles prior to leaving school, which aligned with the aims of the national curriculum for PE (Department for Education, 2013a). The high value for Physical Activity is discussed as an organisational factor. It is noted how the attitudes of the teachers interviewed have shaped their practice to provide an educational climate where every student is able to opt into an area of the curriculum where their habitus can align with the field of PEGPA (Theoharris, 2008). Finally, external factors perceived by Physical Education teachers to influence their students’ participation are also touched upon within the discussion, including parental attitudes towards Physical Education

What inequality means for children: evidence from Young Lives

Understanding how poverty and inequalities impact on children is the major goal of Young Lives, a unique longitudinal, mixed-methods research and policy study. We are tracking two cohorts of 12,000 children growing-up in Ethiopia, the state of Andhra Pradesh (AP) India, Peru and Vietnam. In this expanded version of the paper prepared for UN Global Consultatation on Inequalities we offer eight key research messages, focusing on: 1. How inequalities interact in their impact on children’s development, and the vulnerability of the most disadvantaged households. 2. The ways inequalities rapidly undermine the development of human potential. 3. How gender differences interconnect with other inequalities, but do not always advantage boys in Young Lives countries. 4. The links between poverty, early stunting, and later outcomes, including psychosocial functioning, as well as emerging evidence that some children may recover. 5. Inequalities that open up during the later years of childhood, linked to transitions around leaving school, working, and anticipating marriage etc. 6. Children’s own perceptions of poverty and inequality, as these shape their well-being and long-term prospects. 7. Evidence of the growing significance of education, including the ways school systems can increase as well as reduce inequalities. 8. The potential of social protection programmes in poverty alleviation. We conclude that since inequalities are multidimensional, so too must be the response. Equitable growth policies, education and health services, underpinned by effective social protection, all have a role to play

When only the real thing will do: junior medical students’ learning from real patients

Bell, K., Boshuizen, H. P. A., Scherpbier, A. J. J. A., & Dornan, T. L. (2009). When only the real thing will do: junior medical students' learning from real patients. Medical Education, 43(11), 1036-1043. doi:10.1111/j.1365-2923.2009.03508.xOBJECTIVES This study aimed to explore how medical students experience contacts with real patients and what they learn from them. METHODS We carried out a post hoc, single-group study in one teaching sector of a 5-year, problem-based, horizontally integrated, outcome-based and community-oriented undergraduate programme, in which students lacked clinical exposure in the pre-clerkship phase. Subjects comprised five cohorts of students on their first clerkships. Data consisted of purposively selected, voluntary, self-report statements regarding real patient learning (RPL). Constant comparative analysis was performed by two independent researchers. RESULTS Respondents valued patients as an instructional resource that made learning more real. They reported learning through visual pattern recognition as well as through dialogue and physical examination. They more often used social than professional language to describe RPL. They reported affective outcomes including enhanced confidence, motivation, satisfaction and a sense of professional identity. They also reported cognitive outcomes including perspective, context, a temporal dimension, and an appreciation of complexity. Real patient learning helped respondents link theory learned earlier with reality as represented by verbal, visual and auditory experiences. It made learning easier, more meaningful and more focused. It helped respondents acquire complex skills and knowledge. Above all, RPL helped learners to remember subject matter. Most negative responses concerned the difficulty of acquiring appropriate experience, but RPL made a minority of respondents feel uncomfortable and incompetent. CONCLUSIONS Real patient learning led to a rich variety of learning outcomes, of which at least some medical students showed high metacognitive awareness. Sensitivity from clinical mentors towards the positive and negative outcomes of RPL reported here could support reflective clinical learning

The human papillomavirus 16 E2 protein is stabilised in S phase

The human papillomavirus 16 E2 protein regulates transcription from, and replication of, the viral genome and is also required for segregation of the viral genome via interaction with mitotic bodies. To regulate DNA replication E2 interacts with sequences around the origin of replication and recruits the viral helicase E1 via a protein-protein interaction, which then initiates viral genome replication. The replication role of E2 must originally function in a host cell S phase. In this report, we demonstrate that E2 is stabilised in the S phase of the cell cycle and that this stabilisation is accompanied by an increase in phosphorylation of the protein. This increased phosphorylation and stability are likely required for optimum viral DNA replication and therefore identification of the enzymes involved in regulating these properties of E2 will provide targets for therapeutic intervention in the viral life cycle. Preliminary studies have identified E2 as a Cdk2 substrate demonstrating this enzyme as a candidate kinase for mediating the in vivo phosphorylation of HPV16 E2

Can acquisition of expertise be supported by technology?

Professional trainees in the workplace are increasingly required to demonstrate specific standards of competence. Yet, empirical evidence of how professionals acquire competence in practice is lacking. The danger, then, is that efforts to support learning processes may be misguided. We hypothesised that a systemic view of how expertise is acquired would support more timely and appropriate development of technology to support workplace learning. The aims of this study were to provide an empirically based understanding of workplace learning and explore how learning could be facilitated through suitable application of technology. We have used the medical specialist trainee as an exemplar of how professionals acquire expertise within a complex working environment. We describe our methodological approach, based on the amalgam of systems analysis and qualitative research methods. We present the development of a framework for analysis and early findings from qualitative data analysis. Based on our findings so far, we present a tentative schema representing how technology can support learning with suggestions for the types of technology that could be used