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The paper aims to explore how head teachers and other education service leaders and their teams have been experiencing shifts in their identities during the last decade of education cuts in Catalonia (Spain), and the possible effects during the current COVID-19 crisis on educational leaders. Our exploratory hypothesis covers the crisis years (2008-2015) and on into the nonrecovery years (2015-2020) until the onset of the COVID-19 pandemic. During these years, through what Ball (2008) describes as a "ratchet effect," education cuts and their everyday effects in schools produced learned helplessness (LH) in head teachers and leaders. Theoretically, we propose to examine this malaise from a political angle, seeing it as a disciplinary technology to transform education leaders' identity and practices. To corroborate this, we conducted four interviews with head teachers of different public primary, secondary, and special education schools, and a psychopedagogical service leader in the same semi-rural area in Catalonia. The exploratory results show that the incremental and selective cuts soon became a new normal and created feelings of (political) learned helplessness that may be seen not as negative side effects but as a disciplinary technology that reshaped leaders' subjectivity. At the same time, education leaders carried out some (ir)responsible practices of resistance that can be understood as care of the self and others. More research needs to be done with different agents to capture the complexity and ambiguity of cuts and LH as a political phenomenon.

Primary thyroid lymphoma is one of the rare and distinct type of extra nodal lymphomas originating within the thyroid gland. It accounts for less than 5% of all thyroid malignancies and 2% of extra nodal lymphomas. It predominantly affects older adults, with a higher incidence in women. Patients typically present with a rapidly enlarging thyroid mass, accompanied by clinical symptoms of compression such as dysphagia, dyspnea, and hoarseness. Diagnosis is established through a combination of fine-needle aspiration, core needle biopsy, and advanced imaging techniques. Standard treatment involves a multimodal strategy of chemotherapy, often with the addition of radiotherapy and surgical intervention. Herein presented is the first reported case of diffuse large B-cell lymphoma treated with Pola-R-CHP.

As we tentatively emerge from the imposed isolation of the COVID-19 pandemic and as the status quo reasserts itself, it seems timely to consider the current state of teacher professionalism. This task seems critical, given the wider backdrop of the neoliberal policy pandemic that has driven the commodification and instrumentalization of education over the last forty years. In many global settings the neoliberal context is characterised by intensified cultures of competition, instrumentalism, individualism and performativity in education. Such cultures and practices, working in concert with the performative pressures arising from neoliberalism, pose significant risks to the ethical core of teaching. Identifying and naming these risks is a key aim of this paper, reflecting the notion of critique as diagnosis or problematisation.

Education is widely seen as a force for good, associated with hope and optimism about better individual and social futures. By contrast, and controversially, this paper argues that education and education policy in recent decades has been far from benign, as evidenced in the growing alienation of significant numbers of teachers and students and, crucially for our paper, in the growth of authoritarian models of schooling, involving 'zero-tolerance', 'no excuses' disciplinary approaches. Against this background, and drawing on Hannah Arendt and the work of contemporary moral philosophers Elizabeth Minnich and Simona Forti, this paper diagnoses the nature and effects of school discipline policies in the neoliberal era, and in particular practices such as isolation, as a contemporary form of banal, or everyday, evil.

Humanitarian events are increasing globally, both in number and intensity. In response, the international community spends approximately US $30 billion annually to alleviate both the immediate consequences of these climatic, geographic, and human-induced events but also to support mitigation and recovery. Over the past two decades, the humanitarian sector has increasingly professionalised. One under-studied aspect of this professionalisation is an increase in postgraduate studies in humanitarian action over the last 20 years. Despite this increase, there is no agreement on core curriculum or pedagogy across humanitarian studies courses. How do current Masters of Humanitarian Assistance (MHA) offerings converge and differ, and how can such courses further their contribution to the humanitarian endeavour? This paper surveys 26 anglophone courses offered in the United States, Europe, the United Kingdom, Australia, India, and Nigeria, exploring key characteristics of course entry requirements, flexibility, research, practical components, and academic foci. It does not recommend what a core curriculum for humanitarian courses should be, but does argue that core curriculum for humanitarian courses should be identified by relevant and diverse stakeholders such as affected communities, humanitarian agencies, disaster management bodies, and governments, to ensure that courses in this field provide appropriate learning outcomes. The paper suggests how such a 'charter' may be developed.

This article identifies a conceptual paradox between recent educational policy in England and a social-democratic understanding of critical literacy. Recent political events including Brexit, the 2020 U.S. Presidential Election, and the Coronavirus Pandemic reiterate the need for pedagogies that equip students to critique information circulated online. After setting out critical literacy's genealogy as a democratic educational model, the authors situate these theoretical approaches within the context of English secondary education reform. The article then draws on teacher agency research to consider the practical barriers to implementing a critical literacy pedagogy capable of navigating the present political landscape. Addressing gaps within literary education and digital media research, the overall argument is that educational policy in England since 2010 has served the priorities of a neoliberal state system. In this context, enacting the democratic, social-justice orientated critical literacy demanded by the challenges of communicating in the twenty-first-century is both daunting and urgent.

The editors of APJTE invited a group of teacher education scholars to have a conversation about what is 'missing' from the journal and/ or the field. In line with our celebrations of the 50th anniversary of the journal, we thought that it would be interesting to think about what hasn't been in the journal but might have been. We worked with people who have been, or are becoming, influential in the field, and/ or have been editors of the journal before; to have a conversation about what's (been) missing from the journal and/ or perhaps from teacher education scholarship more generally; what's been excluded and why, and what that tells us about the current state of the field, and the future perhaps.

Conceptually and practically, feedback typically sits within a pedagogical, rather than a philosophical, framework. Drawing on a longitudinal study with student teachers seeks, this paper seeks to critically reframe feedback beyond the pedagogical by considering the moral tensions and ethical dilemmas within feedback, thereby revealing an inherent duality in feedback as a phenomenon. Specifically, the study followed a group of student teachers through their three-year teacher education programme in order to explore their experiences and conceptions of feedback as these developed during their degree. Key to the study is the unique situation of student teachers as givers and receivers of feedback; but it also arises from their unique exposure to the neoliberal policy climate, as a consequence of the penetration of initial teacher education by high stakes regulatory mechanisms that may be at odds with the student teachers' emerging professional judgement. As such, what we are calling the 'double indemnity' of feedback is partly informed by the participants' dual and conflicted experiences as a learner and teacher but also by losses of innocence, optimism and sense of efficacy they experience as part of their development within the moral economies of feedback.

Recent educational reforms in England have sought to reshape public education by extending central government control of curriculum and assessment, while replacing local government control of schools with a quasi-private system of academies and multi academy trusts. In this paper, we resist reading this as the latest iteration of the debate between "traditional" and "progressive" education. Instead, we note how, despite the mobilisation of the rhetoric of the public and public education, schooling in England has never been public in any deeply meaningful sense. We develop a genealogical reading of public education in England, in which ideas of British universalism -- "the public" -- and inequality and exclusion in education and society have not been opposed but have gone hand-in-hand. This raises the question whether it is possible to envisage and enact another form of collective -- one that is based on action rather than fantasy and that is co-authored by, comprising, and exists for, the people. The final part of this paper seeks to grapple with this challenge, in the context of past, present and future potential developments in education, and to consider possibilities for the imaginary reconstitution of public education in England in the twenty-first century.

Education is usually considered a force for good, associated with hope and optimism about better individual and social futures. Yet a case can be made that education and education policy in recent decades, far from being a force for good, has had nefarious effects at multiple levels. This can be seen in the growing alienation of significant numbers of teachers and students in disparate global contexts and in the growth of authoritarian models of schooling, involving 'zero-tolerance', 'no excuses' disciplinary approaches, that have undermined notions of the common school as a public good. Against this background, and drawing on philosophical literature and our own empirical research, this study interrogates the practice in schools in England of placing students in 'isolation'. In considering this practice as an instance of banal education policy, our study makes obvious reference to Hannah Arendt's characterization of evil in her account of Adolf Eichmann's trial. But it also draws on the work of moral philosophers, Elizabeth Minnich and Simona Forti, in relation to the distinction between intensive and extensive evil, in order to analyse the nature and effects of school discipline policies and practices such as isolation in the neoliberal era as a contemporary form of evil.

International aid charities face a dilemma by virtue of the White Saviour: Appeal photos of Caucasian helpers in Global South settings can build a bridge to donors or cause donor resentment with changing social norms. We examine four resulting empirical questions using a series of online studies: What is the White Saviour? How do White Saviour perceptions arise from charitable appeals? And what is their effect on both donation intentions and behaviour? We empirically identify two factors that constitute White Saviour perceptions: entitlement and ineffectiveness, along with the photo characteristics that raise them. Findings suggest that images with high White Saviour perceptions do not raise donations but can actually lower the propensity to donate. There is therefore no case for international NGOs to use such imagery, particularly given that it risks offending the people and communities they serve. [ABSTRACT FROM AUTHOR]

Once considered a bunch of 'small islands in a far sea' by outside powers, the South Pacific now looms increasingly large on the global geopolitical landscape, attracting the strategic attention of an array of great powers. This has prompted many scholars and commentators to focus on the rise of great power rivalry in the region. Yet, with few exceptions, the existing literature has paid little attention to how the regional dynamics are framed by the dominant narrative of great power politics in the first place and how as a result it has failed to adequately consider alternative voices, concerns and narratives from within the region. This Special Issue aims to tentatively address this neglect by questioning the unreflective narration of regional power dynamics as mere 'great power politics' and by highlighting the competing narratives about this region and their policy implications for conducting relations between the South Pacific and 'outside powers'. In doing so, it seeks to provide a new critical and self-reflective angle for the debate on the South Pacific. This article first examines the extent to which 'great power politics' reflects the reality of the power dynamics in the South Pacific. It then explains why it is important to focus on the theme of narratives and to understand their socially constitutive role in producing knowledge and shaping reality. The third section briefly introduces the five articles in this Issue and outlines their contributions., Author(s): Chengxin Pan [sup.1] , Matthew Clarke [sup.2] Author Affiliations: (1) grid.437123.0, 0000 0004 1794 8068, The University of Macau, , Macao, China (2) grid.1021.2, 0000 0001 0526 7079, Deakin [...]

This paper examines the tensions between education policy's attachment to notions such as excellence and inclusion and its investments in managerial tropes of competition, continuous quality improvement, standards and accountability that are at odds with and which undermine its attachments. In order to explore these tensions, I draw on the psychoanalytic notion of fantasy, explained through Stanley Kubrick's final film, "Eyes Wide Shut". My argument is that while the individual and society are both constituted through unavoidable division, antagonism and opacity, these notions are obscured through the operations of fantasy which holds out the promise of wholeness, harmony and redemption. In particular, education serves as a key site in which these fantasmatic ideals are promoted and pursued, a claim I substantiate via an analysis of the UK government's 2016 White Paper, "Educational Excellence Everywhere". Specifically, I read the White Paper in terms of five fantasies of: control; knowledge and reason; inclusion; productivity; and victimhood. My argument is that while fantasy is an inescapable element that inevitably structures what we take to be 'reality', education policy might strive to inhabit fantasy differently, thereby finding ways of escaping its current mode of seeing education with eyes wide shut.

Purpose: Patients with intraocular silicone oil (SO) display higher odds of surgical failure after Ahmed glaucoma valve (AGV) implantation compared to patients without SO. However, the structural impact of SO exposure on silicone-made AGV tubes and the resulting changes in flow rate remain unexplored. This in-vitro study evaluated changes in tube dimensions and flow rates of AGV FP7 tubes after SO exposure to inform clinicians how such changes may impact AGV functionality. Methods: AGV FP7 tube segments underwent accelerated aging to approximate 90 days of exposure to the following media: Balanced Salt Solution (BSS), 1000 centistokes (cs) SO, and 5000cs SO. Tube dimensions were measured before and after aging. A constant gravity flow test setup was created to measure flow rates through tubes before and after aging. The students' T-test was used to compare the mean change between groups post-aging. Results: Post-exposure, 1000cs and 5000cs SO tube segments increased in length by 5.94% and 5.55%, respectively, compared to 0.38% of BSS tubes (P < 0.05 for both). The inner lumen area expanded for tube segments in 1000cs and 5000cs SO by 11.75% and 2.70%, respectively, but contracted for tubes in BSS by -2.70% (P < 0.01 and P = 0.068 for 1000cs and 5000cs SO, respectively). Post aging, the flow rates increased on average by 61.0% and 98.6% for 1000cs and 5000cs SO, respectively, whereas flow rates for BSS tube segments slightly decreased by -4.92%. The difference was statistically significant for BSS vs. SO groups (P < 0.01 for both). Conclusions: Prolonged exposure to SO structurally altered the AGV FP7 tube segments by expanding their cross-sectional area, potentially leading to increased flow rates. These results may inform clinicians about potential in-vivo interactions in patients with the simultaneous presence of glaucoma drainage devices and intraocular SO. [ABSTRACT FROM AUTHOR]

Objective: More than 95% of melanomas in Australia are caused by UV radiation from the sun. Young adults are particularly at risk, with 18–24-yearolds spending more time in the sun and protecting their skin less than older adults. A new mass media campaign was delivered in New South Wales, Australia, to motivate this hard-to-reach group to protect their skin from harmful UV radiation. This paper shares learnings from this campaign for public health educators working across diverse fields. Program: Guided by audience research and testing, the campaign combined fear-based and self-efficacy messaging. UV radiation was portrayed as arrows descending from the sky, transforming it into a visible and ever-present threat. High-reach channels such as cinema, outdoor advertising, online videos, audio apps and social media were used to reach the audience. Methods: The campaign was evaluated through an online tracking survey (n = 750, 18–24-year-olds) measuring prompted recognition, message take-out, key diagnostics, and self-reported sun protection intentions and behaviours. Results: The evaluation found that 57% of survey participants recognised the campaign when prompted. Among those that recognised the campaign, 76% said they had used sun protection when outdoors over the summer campaign period (vs 64% of non-recognisers, p < 0.05), and 45% said they had adopted at least three of the five sun protection behaviours (Slip, Slop, Slap, Seek and Slide) ‘always’ or ‘often’ (vs. 36% of non-recognisers, p < 0.05). Lessons learnt: A mass-media campaign that aimed to elicit emotional (fear) and cognitive (perceived efficacy) responses and which drew upon social and heuristic cues was associated with greater self-reported sun protection among the target audience. Delivering a combination of message strategies simultaneously within a campaign tailored to young adults may be more effective than adopting a more singular focus. [ABSTRACT FROM AUTHOR]

The worldwide population growth and its increasing affluence have led to an increase in global building energy consumption. Therefore, developing sustainable energy storage materials to mitigate this problem has become a high priority for many researchers. Organic phase change materials (PCMs), such as fatty acids, have been extensively studied for thermal energy storage in building applications due to their excellent performance in absorbing and releasing energy within the environment temperature ranges. However, issues related to their thermal conductivity, stability, and flammability could limit the potential and require addressing. In this review, organic PCMs, with a special focus on fatty acids, are discussed. This review covers recent studies related to PCM synthesis from bio-sources, methods for PCM incorporation in building materials, methods for enhancing organic PCM thermal properties, flammability challenges, and life cycle assessment. Finally, future opportunities are summarized. [ABSTRACT FROM AUTHOR]

The concept of teacher agency has become increasingly prominent in academic, policy and media debates. In rethinking the concept, we are particularly interested in the tension between discourses presenting teachers as heroic agents of individual emancipation and social transformation, such as those found in recruitment campaigns and Hollywood films, and the erosion of spaces for agency brought about by the dominance of discourses and practices of standards and accountability. In this conceptual paper we explore these tensions, building on previous work advocating ecological perspectives on teacher agency. We draw on the conceptual resources of psychosocial theory, including Lacanian discourse theory and recent work in this field articulating agency as manifesting in multiple modalities. Our psychosocial reading of teacher agency makes a number of contributions. First, it provides a more expansive conceptual vocabulary, allowing us to talk about agency in broader, more nuanced ways. Second, it recognises that teacher agency is not always necessarily in pursuit of social good. Third, and perhaps most importantly, it enables us to see the ways in which some modes of teacher agency, rather than manifesting as scenes of heroic possibility, are in fact subordinated forms of agency illustrating the cruel optimism of contemporary neoliberalised education. [ABSTRACT FROM AUTHOR]