Search

This article analyses how the idea about an inborn, “natural” self affected the persona of scholarly public intellectuals as well as the personae of other creative and intellectual professions of the late nineteenth century. Analysing the memoirs and other writings of sociologist Edward Westermarck (1862–1939) and his sister, artist, and writer Helena Westermarck (1857–1938), the article argues that the persona consists of more than just the collective expectations of virtues and skills. The article demonstrates that cultural assumptions of what is “natural” to different social categories of gender, age, class, or ethnicity have the power to exclude entire social groups from the social benefits of a recognizable embodiment of persona.

Learning is crucial to how professionals enact practices, and to how practices change. Professionals frequently encounter uncertainty regarding what to do, requiring praxis informed by practical wisdom, which takes into account the virtues of practice. Critical praxis takes this further, questioning current norms to reduce untoward effects. A simulation-based education program for healthcare professionals was selected for study due to strong evidence of sustained improvements in handling a rare and challenging birth emergency (shoulder dystocia). Videos of simulations and debrief discussions were analysed in terms of complexes of sayings, doings and relatings. Practitioners learned to respond in agile, collective ways to specific situations, through praxis. An extension to the theory of practice architectures is offered, based on two new concepts. ‘Connective enactments’ involved narration, questioning, and directing actions. These contributed to ‘collective accomplishments’ of fluid role-switching, responsive sequencing and pacing, and producing calm. These new concepts help to theorise how professional education can contribute to practice change by fostering praxis and critical praxis, addressing the architectures that shape practices.

INTRODUCTION:Shoulder dystocia is a complex birth emergency where patient outcomes remain a concern. This article investigates the detailed processes of simulation-based continuing education in a hospital where evidence over 10 years demonstrates improvements in practitioner knowledge, enacted practices, and maternal and child outcomes. METHODS:Data were collected by video recording teams participating in a shoulder dystocia simulation and debrief. Analysis combined grounded thematic development with purposive coding of enactments of a relevant protocol (the ALSO HELPERR). RESULTS:Three themes were identified (three Rs) that capture how effective interprofessional collaboration is promoted through collectively oriented reflection: Reorganizing roles and responsibilities between team members; Reframing the problem of shoulder dystocia from individuals correctly following a protocol, to a team of professionals who need to attune to, respond to, and support one another; and Recontextualizing by collectively "commingling" theoretical knowledge with practical experience to reflect on actions and judgements. DISCUSSION:The three Rs are relevant to diverse clinical settings and address gaps in knowledge relating to the process of interprofessional simulation. Together, they constitute a set of principles to inform the design and conduct of continuing education for interprofessional practice through simulation.

Educational differences in female cohort fertility have been shown to vary across high-income countries and over time, but knowledge about how educational fertility differentials play out at the sub-national regional level is limited. Examining these sub-national regional patterns might improve our understanding of national patterns, as regionally varying contextual conditions may affect fertility. This study provides for the first time for a large number of European countries a comprehensive account of educational differences in the cohort fertility rate (CFR) at the sub-national regional level. We harmonise data from population registers, censuses, and large-sample surveys for 15 countries in order to measure women’s completed fertility by educational level and region of residence at the end of the reproductive lifespan. In order to explore associations between educational differences in CFRs and levels of economic development, we link our data to regional estimates of GDP per capita. Empirical Bayesian estimation is used to reduce uncertainty in the regional fertility estimates. Our results document an overall negative gradient between the CFR and level of education, and notable variation in the gradient across regions. The gradient varies systematically by the level of economic development: moving from less to more developed regions, we observe smallergradients both across countries and within countries. However, the within-country patterns of countries differ. Our findings underline the variability of educational gradients in women’s fertility, suggest that higher levels of development may be associated with less negative gradients, and call for more in-depth fertility analyses by education at the sub-national level.

© 2019, Springer Nature Switzerland AG. This chapter has a particular focus on the observers’ role in simulation-based learning activities. Simulation-based learning is often organised so that participants rotates between active participation in the scenario and participation as observers. The research examples provided show that the conditions for learning are related to the locations where and the ways the observers are situated, and to how the instructions to the observers are formulated. Arguments are put forward that the observers’ role in simulation has unexploited potential for developing skills of noticing.

Current understanding infers a neural crest origin of thyroid C cells, the major source of calcitonin in mammals and ancestors to neuroendocrine thyroid tumors. The concept is primarily based on investigations in quail–chick chimeras involving fate mapping of neural crest cells to the ultimobranchial glands that regulate Ca2+ homeostasis in birds, reptiles, amphibians and fishes, but whether mammalian C cell development involves a homologous ontogenetic trajectory has not been experimentally verified. With lineage tracing, we now provide direct evidence that Sox17+ anterior endoderm is the only source of differentiated C cells and their progenitors in mice. Like many gut endoderm derivatives, embryonic C cells were found to coexpress pioneer factors forkhead box (Fox) a1 and Foxa2 before neuroendocrine differentiation takes place. In the ultimobranchial body epithelium emerging from pharyngeal pouch endoderm in early organogenesis, differential Foxa1/Foxa2 expression distinguished two spatially separated pools of C cell precursors with different growth properties. A similar expression pattern was recapitulated in medullary thyroid carcinoma cells in vivo, consistent with a growth-promoting role of Foxa1. In contrast to embryonic precursor cells, C cell-derived tumor cells invading the stromal compartment downregulated Foxa2, foregoing epithelial-to-mesenchymal transition designated by loss of E-cadherin; both Foxa2 and E-cadherin were re-expressed at metastatic sites. These findings revise mammalian C cell ontogeny, expand the neuroendocrine repertoire of endoderm and redefine the boundaries of neural crest diversification. The data further underpin distinct functions of Foxa1 and Foxa2 in both embryonic and tumor development., Highlighted article: Mouse thyroid C cell precursors arise in foregut endoderm, and not the neural crest, disproving the current concept of a neural crest origin of thyroid neuroendocrine cells.

The characteristics of five cup anemometers were investigated in detail, and data are presented in figures and tables. The characteristics include: normal wind tunnel calibrations; angular response measurements at 5, 8 and 11m/s; torque coefficient curvemeasurements from combined tilt and ramp-gust tests, torque coefficient curve measurements for non-tilted conditions; rotor inertia measurements and measurements of friction of bearings at temperatures -10°C to 40°C. The characteristics are fitted to twodifferent time domain cup anemometer models, and simulations of the cup anemometers are made with artificial wind generators to make classifications according to annex I and J of the standard IEC 61400-12-1 on power performance measurements. Results ofclassification are shown in graphs of systematic deviations and class index tables.

The cup anemometer is at present the standard instrument used for mean wind speed measurement in wind energy. It is being applied in high numbers around the world for wind energy assessments. It is also applied exclusively for accredited power performancemeasurements for certification and verification purposes, and for purposes of optimisation in research and development. The revised IEC standard on power performance measurements has now included requirements for classification of cup anemometers. Thebasis for setting up such requirements of cup anemometers is two EU projects SITEPARIDEN and CLASSCUP from which the proposed classification method for cup anemometers was developed for the IEC standard. While cup anemometers at present are the standardanemometer being used for average wind speed measurements, sonic anemometers have been developed significantly over the last years, and prices have come down. The application of sonic anemometers may increase in wind energy if they prove to havecomparable or better operational characteristics compared to cup anemometers, and if similar requirements to sonic anemometers are established as for cup anemometers. Sonic anemometers have historically been used by meteorologists for turbulencemeasurements, but have also found a role on wind turbine nacelles for wind speed and yaw control purposes. The report on cup and sonic anemometry deals with establishment of robustness in assessment and classification by focus on methods and proceduresfor analysis of characteristics of cup and sonic anemometers. The methods and procedures provide a platform, hopefully for use in meeting the requirements of the IEC standard on power performance measurements, as well as for development of improvedinstruments.

Errors associated with the measurement of wind speed are the major sources of uncertainties in power performance testing of wind turbines. Field comparisons of well-calibrated anemometers show significant and not acceptable difference. The EuropeanCLASSCUP project posed the objectives to quantify the errors associated with the use of cup anemometers, and to develop a classification system for quantification of systematic errors of cup anemometers. This classification system has now been implementedin the IEC 61400-12-1 standard on power performance measurements in annex I and J. The classification of cup anemometers requires general external climatic operational ranges to be applied for the analysis of systematic errors. A Class A categoryclassification is connected to reasonably flat sites, and another Class B category is connected to complex terrain, General classification indices are the result of assessment of systematic deviations. The present report focuses on methods that can beapplied for assessment of such systematic deviations. A new alternative method for torque coefficient measurements at inclined flow have been developed, which have then been applied and compared to the existing methods developed in the CLASSCUP projectand earlier. A number of approaches including the use of two cup anemometer models, two methods of torque coefficient measurement, two angular response measurements, and inclusion and exclusion of influence of friction have been implemented in theclassification process in order to assess the robustness of methods. The results of the analysis are presented as classification indices, which are compared and discussed.