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The career progression of teachers of black, Asian and minority ethnic heritage is a matter of much debate and research. Over the past decade, a body of research has confirmed that race discrimination/race inequality is a factor in the progression of teachers of black, Asian and minority ethnic heritage in England. Although it has been argued that 'Britain is not a racist nation', it nonetheless has, as described by Phillips in 2016, a '...deep sensitivity to...ethnic and cultural difference'. According to Miller, this sensitivity remains at the heart of a 'deep-rooted and continuing struggle among black, Asian and minority ethnic teachers and academics for equality and mutual recognition'. Drawing on Miller's 2016 typology of educational institutions: engaged, experimenting, initiated and uninitiated, this paper presents evidence from three English headteachers of Multi-Academy Trusts who devise, implement and embed positive actions in the recruitment, development, retention and progression of staff of black, Asian and minority ethnic heritage. The objective of this study was to examine the work of school leaders/institutions in taking steps to improve black, Asian and minority ethnic teacher progression in England, by identifying and highlighting 'what works', and how. Furthermore, by treating each school/leader as a unique 'case', this paper shows their motivation (personal and professional), experiences of 'race', school contexts and the type/s of leadership required and used in these institutional contexts to change attitudes, cultures and behaviours. [ABSTRACT FROM AUTHOR]

The career progression of teachers and academics of Black, Asian and Minority Ethnic (BAME) heritage in England has been a matter of intense scrutiny among a range of actors including the public, politicians and researchers. Many reasons and explanations have been provided for the apparent lack of improvement in this area, despite an increase in the numbers of students of BAME heritage in schools and other educational institutions, despite the passage of the Equality Act 2010, despite student led campaigns such as 'Why is my professor not black?', and despite the substantial body of evidence on the benefits for students of BAME heritage of having same race teachers and lecturers. At the individual level, barriers have included interpersonal racism, and at the organisational level, institutional racism has been identified as contributing to, if not responsible for the lower than average progression of staff of BAME heritage in England's educational institutions. Nevertheless, over the last decade, an emergent and sustained body of research has emerged that examines 'how' and under 'what conditions' promotion/progression occurs or can be achieved. In arriving at a conceptual model of progression among teachers of BAME heritage, critical evaluation of the four available studies reveals four key factors or enablers: meritocratic agency; contrived agency; endorsement and institutional habitus. [ABSTRACT FROM AUTHOR]

The recruitment of overseas trained teachers (OTTs) in England is a matter that has received as much attention inside the United Kingdom as outside. Education systems in small island and developing states, especially, were believed to have been placed 'at risk' following the departure of experienced and qualified teachers. Correspondingly, the presence of OTTs in England has contributed to, inter alia, workforce stability, behavioural management solutions and curriculum enhancement. Despite these contributions, however, very little is known about the career progression of OTTs in England. Through a tracer study of OTTs recruited between 2001 and 2008, in the first phase of teacher migration to the UK, this qualitative study explored the perceived factors that facilitate and/or hinder the progression of Caribbean OTTs in England. Drawing on postmodernism, critical and social identity theories, this paper examines how institutional racism and discrimination play a part in restricting the promotion and career progression of OTTs. [ABSTRACT FROM AUTHOR]

'Social justice' is perhaps the most used word among educators in developed countries, and over the past decade, social justice work can be seen through, mostly government led initiatives and campaigns, aimed at promoting social inclusion, tolerance, respect, and reducing poverty, racism, class barriers, etc. Despite much talk about social justice, it is often unclear in any practical terms what is meant by 'doing social justice', hence the aim of this study to understand what it means for education professionals to foreground social justice in their work. This qualitative phenomenological study of education professionals in England and Jamaica (two university lecturers, a principal, and a secondary school teacher) sheds light on how educators in different educational contexts and national education systems conceptualise and undertake social justice work in their daily job roles. The guiding question was, 'How do different education professionals do social justice work?' Despite national, cultural, institutional and role differences, education professionals conceived social justice as 'doing right by others', and working collaboratively was found to be key to successfully making changes and bringing about improvements. Furthermore, participants approached social justice work through pedagogic activism, emancipatory activism and regulatory activism. [ABSTRACT FROM AUTHOR]

The findings reported and discussed in this article extend existing research in the fields of education, migration and identity which focuses on the impact of overseas trained teachers (OTTs) in London's secondary schools. In recent years, researchers have examined the issue of international teacher migration from the perspective of a 'brain drain' to some countries. However, a major limitation of existing studies is that the challenges and benefits of having OTTs in English classrooms were not explored nor was the impact of teaching in London on the OTT. This study attempts to address these shortcomings and provide a framework within which work on OTTs in London can be examined. The findings discussed here regard teacher identity and the experiences of Caribbean OTTs in London. On the one hand these experiences undermined previously held value positions, resulting in a loss of professional status, confusion and turbulence. On the other hand, and over time, OTTs mastered conflicting discourses to combine past and present experiences and knowledge to produce a form of localised 'teacher identity'. [ABSTRACT FROM AUTHOR]

Highly trained teachers from across the world come to England expecting to practice their profession. These expectations are dashed however, if their qualifications and work experience, gained in their home countries, are not recognised as legitimate by potential employers and accreditation bodies. This type of social situation is the focus of Relative Deprivation Theory in which relative deprivation is defined as having a perception that an expectation has been dishonoured (the cognitive component) and possessing feelings of injustice, dissatisfaction and discontent at this dishonouring (affective component). Relative Deprivation may take one of two forms. Egoistic Relative Deprivation results when a person feels that he or she has been unjustly deprived relative to other individuals. The result of this is stress and lower life satisfaction. On the other hand, Collective Relative Deprivation, which forms the basis of this article, results when a person feels that his or her group is unjustly deprived relative to other social groups. The result of this is the basis for collective or group actions. Put simply, Relative Deprivation Theory specifies (and empirical evidence has substantiated) that affective relative deprivation is the proximal cause of engagement in protest action, which fully mediates the more distal effects of Cognitive Relative Deprivation. [ABSTRACT FROM AUTHOR]

Presents letters to the editor concerning medical issues as of August 4, 2001. Discussion of lessons to be learned from the inquiry into children's heart surgery at the Bristol Royal Infirmary in England; Criticism of a proposal that policy changes of the National Health Service in Great Britain will lead to a United States-style health care system; Response to an article about antidepressants and counselling as treatments for depression; Others.

The objective of this paper is to examine possible organizational reasons for why UK NHS commissioners have not adopted programme budgeting and marginal analysis (PBMA). This is despite increasing evidence of discontent with current commissioning and priority-setting processes, increasing research evidence demonstrating the potential of PBMA and support for the principles of PBMA. Two separate semistructured surveys of the views of commissioning decision-makers on the use of PBMA were carried out at Grampian Health Board and Newcastle & North Tyneside Health Authority. Twenty-nine decision-makers were interviewed. Both surveys found common barriers to implementation of PBMA, described by respondents as 'institutional inertia'. These were the reactive rather than proactive environment; the fear of 'unnecessary' explicitness; an aversion to unilateral innovation in the current NHS environment; and the demand for concrete evaluation evidence. It is concluded that these qualitative surveys have small samples and cannot claim to be representative. It may be significant that many issues were common to both surveys carried out separately in organizations. It is unlikely that NHS commissioning will independently adopt techniques such as PBMA, given the current commissioning environment and organizational structures. Implementation strategies and future research on such commissioning innovations may need to focus on institutions as well as the interventions. [ABSTRACT FROM AUTHOR]

Describes a workshop used in the Department of Psychiatry at the University of Liverpool in England designed to enhance ethical sensitivity in psychiatry. Errors in the ethical practice of psychiatry and doctors' defense mechanisms against accepting responsibility for deficiencies; Student doctors' group ethos in response to ethical dilemmas; Individual responsibility; Student feedback.

Low-cost telemedicine equipment consisting of ISDN videoconferencing units and a store-and-forward system was installed in two minor injuries units (MIUs) and a hospital accident and emergency department in Lincolnshire. Over six months, 45 patients were treated using telemedicine in one MIU and 26 in another. Anecdotally, there were no reported radiograph discrepancies or missed diagnoses. Data collected during teleconsultations by both referring and consulting clinicians suggested that in some cases teleconsultation had helped to avoid transfer or onward referral. There were some changes in diagnosis and treatment after using telemedicine, indicating some decision-making value for the remote practitioners. In the context of minor injuries telemedicine, videoconferencing in realtime may prove to be more valuable than store-and-forward interactions. A cost-benefit analysis is being conducted using a pragmatic prospective case-control study. [ABSTRACT FROM AUTHOR]

This study aims to enhance understanding of the factors underlying variance in the reading comprehension skills of prelingually deaf individuals. Participants were 213 sixth through tenth graders with prelingual deafness recruited from four orthographic backgrounds (Hebrew, Arabic, English, and German) and allocated to three distinct reading profiles (levels). A sentence comprehension test manipulating the semantic plausibility of sentences and a word processing experiment requiring rapid determination of the semantic relationship between two real words or between a real word and a pseudohomophonic letter string were used to determine the factors distinguishing skilled from less skilled deaf readers. Findings point to deficits in structural (syntactic) knowledge and deficient knowledge structures, rather than differences in phonological processing skills, as making that distinction. Moreover, the acquisition of such knowledge seems to be modified by particularities of the read orthography.

Objective: To analyze the safety and clinical impact of interventional cardiac catheter procedures in the management of early postoperative problems after completion of an extracardiac Fontan procedure., Background: The mortality after Fontan procedure has consistently decreased over the last decade. The role of interventional catheterization to address early postoperative problems in this setting has not been studied systematically., Methods: Over a 9.7-year period, 289 patients underwent an extracardiac fenestrated Fontan procedure with two early deaths (0.7%) and takedown in four (1.4%). Twenty-seven patients (9.3%) underwent 32 interventional cardiac catheter procedures at a median interval of 12.2 (1-30) days. The median weight was 14.5 (13.5-25) kg. The case notes and procedure records were reviewed retrospectively., Results: Fontan pathway obstructions were treated in 11 patients with stent implantation with good results and no complications. Stent fenestration of the Fontan circulation was performed in 16 patients with one episode of transient hemiparesis and one episode of pericardial effusion. Three patients underwent initial balloon dilatation of branch pulmonary arteries or fenestration with little effect and underwent stent treatment 6 (5-9) days later. One patient had device closure of a large atrial fenestration. In one patient, residual anterograde pulmonary blood flow was occluded using a device. There were no deaths and in-hospital course was improved in all., Conclusion: Interventional cardiac catheter procedures can be performed safely and effectively in the early postoperative period after Fontan completion to address hemodynamic problems. These techniques contribute significantly to achieve a very low mortality and address morbidity after Fontan completion., (Copyright © 2010 Wiley-Liss, Inc.)