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The paper discusses repair as valuable for thinking about and acting towards sustainable human development. Repair asks us to take account of intersections of past, present, and reimagined futures; the end is becoming and being full human beings with dignity, attentive to the lives of others and to what Achille Mbembe calls the "living world". We seek to repair that which is valuable to us, while also setting aside what cannot be fixed (for example colonialism and apartheid). The concept of repair is proposed as a lens to think about some disrepair challenges facing development: the enduring effects of history on justice, skewed global knowledge relations, and racism. The ideas are then applied to the space of education. A repair praxis framework is proposed based on four overlapping dimensions: conviviality as incompleteness; advancing epistemic freedoms; fostering transformational learning; and, spaces of dialogue and participation. The paper concludes with an example of renaming the world to repair the world and finally reminds us that we should pay attention to who we are with others, to what we repair, and to the kind of ancestors we choose to be for future generations. [ABSTRACT FROM AUTHOR]

Learning outcomes are predominantly framed in narrow and measurable terms, with students as decontextualised learners. As an alternative, the paper outlines a capabilitarian approach, building a four-dimensional matrix for reconceptualising learning outcomes. It is made up of a varied, multi-dimensional set of opportunities, processes and outcomes to enable students to flourish and become people who can live fulfilling and connected lives in and beyond higher education. The matrix dimensions are made up of a capability set, corresponding functionings, material resources and conversion processes, underpinned by Constitutional and human development values. The paper draws on a project on higher education outcomes in South Africa, especially the longitudinal life history data. It makes the case for a reparative futures orientation which might dismantle the colonial-apartheid past and present, and outlines key capabilitarian concepts. The social and higher education context is sketched, followed by a focus on the capability set and what data supports its value to students. [ABSTRACT FROM AUTHOR]

Background: The development of vaccine candidates for COVID‐19, and the administration of booster vaccines, has meant a significant reduction in COVID‐19 related deaths world‐wide and the easing of global restrictions. However, new variants of SARS‐CoV‐2 have emerged with less susceptibility to vaccine induced immunity leading to breakthrough infections among vaccinated people. It is generally acknowledged that immunoglobulins play the major role in immune‐protection, primarily through binding to the SARS‐COV‐2 receptor binding domain (RBD) and thereby inhibiting viral binding to the ACE2 receptor. However, there are limited investigations of anti‐RBD isotypes (IgM, IgG, IgA) and IgG subclasses (IgG1–4) over the course of vaccination and breakthrough infection. Method: In this study, SARS‐CoV‐2 humoral immunity is examined in a single subject with unique longitudinal sampling. Over a two year period, the subject received three doses of vaccine, had two active breakthrough infections and 22 blood samples collected. Serological testing included anti‐nucleocapsid total antibodies, anti‐RBD total antibodies, IgG, IgA, IgM and IgG subclasses, neutralization and ACE2 inhibition against the wildtype (WT), Delta and Omicron variants. Results: Vaccination and breakthrough infections induced IgG, specifically IgG1 and IgG4 as well as IgM and IgA. IgG1 and IgG4 responses were cross reactive and associated with broad inhibition. Conclusion: The findings here provide novel insights into humoral immune response characteristics associated with SARS‐CoV‐2 breakthrough infections. [ABSTRACT FROM AUTHOR]

The development of vaccine candidates for COVID-19 has been rapid, and those that are currently approved display high efficacy against the original circulating strains. However, recently, new variants of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) have emerged with increased transmission rates and less susceptibility to vaccine induced immunity. A greater understanding of protection mechanisms, including antibody longevity and cross-reactivity towards the variants of concern (VoCs), is needed. In this study, samples collected in Denmark early in the pandemic from paucisymptomatic subjects (n = 165) and symptomatic subjects (n = 57) infected with SARS-CoV-2 were used to assess IgG binding and inhibition in the form of angiotensin-converting enzyme 2 receptor (ACE2) competition against the wild-type and four SARS-CoV-2 VoCs (Alpha, Beta, Gamma, and Omicron). Antibodies induced early in the pandemic via natural infection were cross-reactive and inhibited ACE2 binding of the VoC, with reduced inhibition observed for the Omicron variant. When examined longitudinally, sustained cross-reactive inhibitory responses were found to exist in naturally infected paucisymptomatic subjects. After vaccination, receptor binding domain (RBD)-specific IgG binding increased by at least 3.5-fold and inhibition of ACE2 increased by at least 2-fold. When vaccination regimens were compared (two doses of Pfizer-BioNTech BNT162b2 (n = 50), or one dose of Oxford-AstraZeneca ChAdOx1 nCoV-19 followed by Pfizer-BioNTech BNT162b2 (ChAd/BNT) (n = 15)), higher levels of IgG binding and inhibition were associated with mix and match (ChAd/BNT) prime-boosting and time since vaccination. These results are particularly relevant for countries where vaccination levels are low. [ABSTRACT FROM AUTHOR]

The paper explores the contributions of undergraduate university education to the Sustainable Development Goals (SDGs)' goals and development outcomes, proposing a normative capability-based approach oriented to human development. The approach is aligned with a developmental model of the university and development policy in sub-Saharan Africa and South Africa, where the study is located. It draws empirically from a four and a half year mixed-methods research project conducted with low-income, mostly rural students at five historically diverse universities in South Africa. The paper presents a justification for using the capability approach, and outlines the rationale and methodology for synthesising a specific capability set generated by theorising and empirical data. A set of corresponding functioning indicators offers an expansive approach to understanding 'learning outcomes' in contrast to dominant neoliberal approaches that seek quantification and efficiency, overlooking what cannot be easily measured. An indicative sketch of university arrangements required to advance and evaluate each functioning for development outcomes is then outlined. [ABSTRACT FROM AUTHOR]

South Africa still faces inequalities with regard to access to higher education opportunities. Foregrounding student voices at one university, the paper compares how students from diverse socio-economic backgrounds make decisions about going to university. The focus is on those who have succeeded, but ideas can be extrapolated regarding those who do not make it. The argument draws on Amartya Sen's capability approach to explore individual stories and the interactions between agency and the intersectional conversion conditions of possibility which shape the capability for university access. Narrative interviews show how students are enabled or constrained in their educational decision-making in relation to selves, schooling, family and income. Some implications are suggested for enhancing access, while not making claims for South African higher education as a whole. [ABSTRACT FROM AUTHOR]

The pathogenesis of malaria is associated with blood-stage infection and there is strong evidence that antibodies specific to parasite blood-stage antigens can control parasitemia. This provides a strong rational for applying blood-stage antigen components in a multivalent vaccine, as the induced antibodies in combination can enhance protection. The Plasmodium falciparum rhoptry-associated membrane antigen (PfRAMA) is a promising vaccine target, due to its fundamental role in merozoite invasion and low level of polymorphism. Polyclonal antibodies against PfRAMA are able to inhibit P. falciparum growth and interact synergistically when combined with antibodies against P. falciparum reticulocyte-binding protein 5 (PfRh5) or cysteine-rich protective antigen (PfCyRPA). In this study, we identified a novel PfRAMA-specific mAb with neutralizing activity, which in combination with PfRh5- or PfCyRPA-specific mAbs potentiated the neutralizing effect. By applying phage display technology, we mapped the protective epitope to be in the C-terminal region of PfRAMA. Our results confirmed previous finding of synergy between PfRAMA-, PfRh5- and PfCyRPA-specific antibodies, thereby paving the way of testing these antigens (or fragments of these antigens) in combination to improve the efficacy of blood-stage malaria vaccines. The results emphasize the importance of directing antibody responses towards protective epitopes, as the majority of anti-PfRAMA mAbs were unable to inhibit merozoite invasion of erythrocytes. [ABSTRACT FROM AUTHOR]

In addition, international development researchers may sometimes unknowingly reinforce and reproduce knowledge asymmetries, ignoring the knowledges that communities possess or the limits on their own reflexivity in the absence of epistemic humility. They conceptualise university capabilities towards climate justice as "the resources, systems, relationships, values and organisational culture that shape the capabilities of universities to promote social and environmental outcomes". They showcase how the dialogical and participatory nature of collaboration among the research team (local researchers, desk researchers, intermediaries in the field and PI) were crucial in bringing the realities of the communities where their research were conducted into epistemic production spaces to diversify knowledge and initiate a locally-rooted research process. [Extracted from the article]

Meaningful participation of people as agents in development practice has been a central concern in capabilitarian scholarship and of Amartya Sen's own work, as a valuable freedom and functioning in itself. Yet, there has been limited attention until now about knowledge generation processes and who is fully included, despite a growing body of literature arguing for pluriversality and decolonial approaches against historical and geographical inequalities at many levels. The paper proposes that capabilitarian scholarship could be enriched by considering a pluriverse of methodological perspectives, building on the work already undertaken but taking it further to create multi-epistemic conversations. This paper explores why the methodological and cosmological – onto-epistemological – unexplored areas of participatory research in capabilitarian scholarship should be embedded in our research culture and practice for more inclusive, decolonial, methodologically challenging empirical strategies (beyond methods and methodologies) that will place those situated at the margins of epistemic divisions and conflicts in the centre of knowledge production and debates. To this end and adding to the debates, the paper first considers participatory projects reported on in the journal before presenting an original framing of a capabilitarian participatory paradigm. The paper further proposes some principles that underpin its operationalisation. [ABSTRACT FROM AUTHOR]

Background: In sub-Saharan Africa, the use of modern contraception (MC) is a critical intervention aimed at reducing mortality rates associated with unintended, high-risk pregnancies. However, among Congolese women aged 15-49, the prevalence of MC use is low. Research suggests that women's general participation in decision-making is important in increasing MC use. However, little is known about the specific role of women's decision-making power over their own health care and how it relates to MC use. Thus, this study aimed to investigate the relationship between women's decision-making power over their own health care and use of MC.Methods: A cross-sectional secondary data analysis was conducted using the most recent data from the 2013-2014 Democratic Republic of the Congo (DRC) Demographic and Health Survey. Women who were considered in need of contraception based on their family planning preferences were included in the study population (N = 6422). Multivariate logistic regression was used to determine whether women's decision-making power over their own health care was associated with the use of MC.Results: Only one in ten women reported using a modern method of contraception. Logistic regression showed that women who made decisions alone regarding their own health care were more likely to use MC than women who had no say in these decisions, even after controlling for important covariates (OR 1.48; 95% CI 1.00, 2.17).Conclusion: The results of this study lend further support that promoting women's autonomy and right to independently make decisions regarding their own health may be important in increasing the use of MC in the DRC. However, in order to effectively empower women to negotiate for the use of MC, qualitative research is needed to further assess the relationship between decision-making power and MC use. [ABSTRACT FROM AUTHOR]

Cerebral vasospasm is a significant cause of morbidity and mortality associated with aneurysmal subarachnoid hemorrhage (aSAH). Intra-arterial chemical and mechanical angioplasty, performed alone or in combination, have been shown to ameliorate cerebral vasospasm and improve patient outcomes. Few options exist for patients who fail these traditional endovascular tactics. We propose a hybrid microcatheter technique that combines the mechanical benefit of transient high pressure induced by microcatheter fluid bolus with a low-dose vasodilator infusion. Five patients with moderate to severe symptomatic vasospasm who failed medical and traditional endovascular management were treated using a hybrid microcatheter technique. All angioplasty procedures were technically successful, and the degree of vasospasm improved following angioplasty. There were no complications related to the cerebral angioplasty procedures. None of the patients required repeat endovascular intervention. Hybrid microcatheter angioplasty may be a useful complement to mechanical or pharmacological techniques in the endovascular management of intractable cerebral vasospasm after aSAH. [ABSTRACT FROM AUTHOR]

Developing a vaccine against Plasmodium falciparum malaria has been challenging, primarily due to high levels of antigen polymorphism and a complex parasite lifecycle. Immunization with the P. falciparum merozoite antigens PfMSRP5, PfSERA9, PfRAMA, PfCyRPA and PfRH5 has been shown to give rise to growth inhibitory and synergistic antisera. Therefore, these five merozoite proteins are considered to be promising candidates for a second-generation multivalent malaria vaccine. Nevertheless, little is known about IgG and IgM responses to these antigens in populations that are naturally exposed to P. falciparum. In this study, serum samples from clinically immune adults and malaria exposed children from Ghana were studied to compare levels of IgG and IgM specific for PfMSRP5, PfSERA9, PfRAMA, PfCyRPA and PfRH5. All five antigens were found to be specifically recognized by both IgM and IgG in serum from clinically immune adults and from children with malaria. Longitudinal analysis of the latter group showed an early, transient IgM response that was followed by IgG, which peaked 14 days after the initial diagnosis. IgG levels and parasitemia did not correlate, whereas parasitemia was weakly positively correlated with IgM levels. These findings show that IgG and IgM specific for merozoite antigens PfMSRP5, PfSERA9, PfRAMA, PfCyRPA and PfRH5 are high in children during P. falciparum malaria, but that the IgM induction and decline occurs earlier in infection than that of IgG. [ABSTRACT FROM AUTHOR]

In order to understand how students from low-income rural backgrounds in South Africa experience higher education and the opportunities and obstacles they encounter, the paper draws on two waves of interviews with 30 students currently studying at three large urban universities. Using concepts of capabilities and functionings, monetary resources and 'capitals', the paper outlines common factors which shape rural students' well-being and their agency in accessing an urban university. Student voices indicate the particular importance of being able to exercise the functioning of navigating and manoeuvring through unfamiliar and often intimidating institutions. The discussion also indicates that it is the intersection of rurality and low income which shapes, even if it does not over-determine, their lives at university. It is suggested that universities could do more to support these students' well-being, and to recognise the agency and admirable determination which students bring to the challenges they face. [ABSTRACT FROM AUTHOR]

There is a gap in research on access to universities in South Africa. The research that exists focuses on quantitative methodologies, although some qualitative studies are now emerging. These research methodologies, although necessary and substantial for the development of equity measures and policies, might be less successful in their impact on the local context, on research participants and in expanding what counts as knowledge in the university. In this paper, participatory research, which has not been used to research access, is explored. The paper seeks to go beyond the instrumentalization of research participants – especially those from low-income households – highlighting the potential of using multi-strategy research, in which participatory elements are included as a way to foster both participants' human development and local impact. Drawing on a research project on access to higher education in South Africa, the paper demonstrates that by including participatory elements (in this case photovoice) has the potential to operationalize Appadurai's notion of the 'right to research' among undergraduates. Using data, including processes, observations, workshops, interviews, and visual narratives from a participatory photovoice project, the findings highlight how methodological plurality creates space for locally and relevant knowledge production, challenging epistemic barriers and fostering human development among the research participants. [ABSTRACT FROM AUTHOR]

The role of higher education in development and social mobility is now widely acknowledged and globally recognised. In South Africa in particular, graduates have greatly increased employment prospects. This paper takes up the importance of addressing South African university students' multi-dimensional well-being in the light of global higher education development agendas. Considering poverty and development in the space of higher education – specifically in the lives of youth from low-income households in South Africa – I draw on two waves of life history data from undergraduate students at five universities. Material-cultural conditions for a threshold of well-being emerged powerfully in every single student narrative, indicating a need for some rethinking of capability deprivation and poverty. This paper conceptualises three broad hardship categories specific to higher education, considering the multiplicity of factors and complexity of low-income in student experiences and achievements. Even though the theoretical framing draws on Sen's capability approach and its attractive moral perspective, the paper also foregrounds students' material well-being as significant in understanding how education can advance change, and not only reproduce social inequalities. The challenge remains, how do we reconcile resources and capabilities, and to link freedoms to financial analysis in evaluating the lives that students value? [ABSTRACT FROM AUTHOR]

The technique of balloon-assisted tracking (BAT) has been demonstrated in transradial cardio-angiographic procedures. Using three commonly encountered clinical scenarios, we outline the technical details of BAT for managing peripheral and cerebral interventions with challenging vascular access. We describe methods used to overcome vasospasm, stenosis and vascular shelves during interventions for acute ischemic stroke, but these issues are not unique to neuroendovascular cases and the techniques can be applied across all endovascular interventions. We present three acute stroke interventions where anatomic challenges were overcome with the use of endovascular BAT. This article describes a novel application for BAT techniques in endovascular interventions to assist with access in peripheral, cervical and intracranial vessels. These methods can also be used to improve access during diagnostic cerebral angiography. BAT is a useful adjunct when navigating catheters through vasospasm, tortuous anatomy, vascular step-offs or intraluminal plaques. [ABSTRACT FROM AUTHOR]

Understanding how progenitor cell function is regulated in the mammary gland is an important developmental problem that has significant implications for breast cancer. Although it had been assumed that the expression the α6β4 integrin (β4) is restricted to the basal lineage, we report that alveolar progenitor cells in the mouse mammary gland also express this integrin based on analysis of single cell RNA-Seq data. Subsequent experiments using a mouse mammary epithelial cell line (NMuMG) confirmed this finding and revealed that β4 is essential for maintaining progenitor function as assessed by serial passage mammosphere assays. These data were substantiated by analyzing the alveolar progenitor population isolated from nulliparous mouse mammary glands. Based on the finding that the alveolar progenitor cells express Whey Acidic Protein (WAP), WAP-Cre mice were crossed with itgβ4 flox/flox mice to generate conditional knock-out of β4 in alveolar progenitor cells. These itgβ4 flox/flox WAP-Cre + mice exhibited significant defects in alveologenesis and milk production during pregnancy compared to itgβ4 flox/flox WAP-Cre - mice, establishing a novel role for the β4 integrin in alveolar progenitor function and alveologenesis. • Alveolar progenitor cells in the mouse mammary gland express the β4 integrin. • The β4 integrin contributes to alveolar progenitor function. • Targeted deletion of β4 in nulliparous glands impedes alveologenesis and milk production. [ABSTRACT FROM AUTHOR]

Field surveys were conducted in British Columbia fruit tree growing regions to determine the incidence of dieback and to identify the main fungal species causing cankers. Fruit trees showing cankers and dieback symptoms were recorded from 94% of orchards and 5.5% of trees surveyed. Overall, higher dieback incidence was observed in cherry than apple with 33% of cherry blocks showing between 5% and 26% of trees affected. Morphological studies along with DNA sequencing of the internal transcribed spacer (ITS) including the 5.8S rDNA, and parts of the translation elongation factor 1-α (TEF1), beta-tubulin (TUB2), and actin (ACT1) genes, identified seven fungi for the first time in fruit trees in Canada, including Calosphaeria pulchella, Cytospora parasitica, Cytospora populicola, Cytospora sorbicola, Ilyonectria robusta, Nectria dematiosa, and Phaeoacremonium minimum. In addition, this study reports for the first time Diplodia mutila and Diplodia seriata from cankers in sweet cherry in Canada. The already known fungal pathogens Neofabraea perennans and Neonectria ditissima were also identified. Pathogenicity studies showed N. ditissima and C. sorbicola to cause the largest vascular lesions in apple and cherry, respectively. This study identified the main fungal pathogens causing tree fruit cankers and dieback in British Columbia providing important information for the development of effective control strategies. [ABSTRACT FROM AUTHOR]

Boron nitride is a material similar to carbon in its ability to adopt numerous molecular forms, including two-dimensional sheets and three-dimensional cages and nanotubes. Boron nitride single molecules, such as B12N12, have isomeric forms that include rings and sheets, as well as cage forms analogous and isoelectronic to the carbon fullerenes. Such cages tend to be composed of squares and hexagons to allow perfect alternation of boron and nitrogen atoms, which is possible because of the 1 : 1 ratio of boron-to-nitrogen atoms. What about molecules in which this 1 : 1 ratio does not apply? In the current study, theoretical calculations are carried out on molecules of B10N14 to determine energetically favorable isomers. Density functional theory is used in conjunction with Dunning basis sets. Cage, sheet, and ring isomers are considered. Energetic trends are calculated and discussed, in comparison to comparable studies on B12N12. [ABSTRACT FROM AUTHOR]

The paper takes up Sen's concerns with education on the one hand and public reasoning on the other, and shows that his concerns require that formal education develop a capability that potentially fosters inclusive public reasoning in all students. Drawing on and extending Miranda Fricker's work, and informed by a global South positionality and empirical research, the argument is made for an epistemic capability that includes attention to the cognitive and knowledge but also to a domain of sharing and giving values. How this capability can be fostered and how it can also be thwarted is discussed. Finally, a concern with how an adequate living standard underpins this epistemic capability and the goodness of an educational life that a student can lead is considered. Overall, the paper argues that education—and fostering an epistemic capability—can make a crucial contribution to inclusive reasoning and democratic participation in a (more) just society. [ABSTRACT FROM AUTHOR]

The focus is on the micro-possibilities of student capabilities formation as the end of public-good higher education, rather than on a systems or organizations approach more commonly found in discussions of the public good and higher education. This does not discount other valuable public-good ends. Using South Africa as a global South context, a capability-based approach to the public good of higher education is proposed for its humanizing ethic, attention to fair opportunities, and participation in terms of what students are able to do and to be in and through higher education. A capability frame is complemented by thinking about decoloniality and epistemic justice to help identify central higher education capabilities. The three proposed intersecting capability dimensions are as follows: personhood self-formation, epistemic contribution, and sufficiency of economic resources, intended to guide university practices and policy interventions in the direction of the public good. By populating the space of the public good with capabilities, a shift is made away from micro-economics which see the public good as a reductionist space of commodities and human capital development. Higher education is rather understood as having both instrumental and intrinsic value, generating an alternative logic to that of neo-liberalism, and an individualist ontology of competition and untrammeled markets. The pressures of the global context are acknowledged so that the public good is understood as both “ideal-aspirational” but also “practical-feasible” in the light of local South African conditions. An expanded capability-based framing would contribute to reducing higher education inequalities as a public-good and public-accountable contribution by universities. [ABSTRACT FROM AUTHOR]

Background: People who use substances (PWUS) encounter significant barriers to accessing care for their complex health needs. As a result, emergency departments (EDs) often become the first point of healthcare access for many PWUS and are a crucial setting for the study of health inequities. This study aimed to understand the ED healthcare experiences of PWUS with the intent of informing ways of improving the delivery of equitable care. Methods: This qualitative study was part of a larger cross-sectional, mixed-methods study that examined ED experiences among diverse underserved and equity-deserving groups (EDGs) within Kingston, Ontario, Canada. Participants shared and self-interpreted a story about a memorable ED or UCC visit within the preceding 24 months. Data from participants who self-identified as having substance use experiences was analyzed through inductive thematic analysis. Results: Of the 1973 unique participants who completed the survey, 246 participants self-identified as PWUS and were included in the analysis. Most participants were < 45 years of age (61%), male (53%), and white/European (57%). 45% identified as a person with a disability and 39% frequently struggled to make ends meet. Themes were determined at the patient, provider, and system levels. Patient: history of substance use and experience of intersectionality negatively influenced participants' anticipation and perception of care. Provider: negative experiences were linked to assumption making, feelings of stigma and discrimination, and negative perceptions of provider care. Whereas positive experiences were linked to positive perceptions of provider care. System: timeliness of care and the perception of inadequate mental health resources negatively impacted participants' care experience. Overall, these themes shaped participants' trust of ED staff, their desire to seek care, and their perception of the care quality received. Conclusions: PWUS face significant challenges when seeking care in the ED. Given that EDs are a main site of healthcare utilization, there is an urgent need to better support staff in the ED to improve care experiences among PWUS. Based on the findings, three recommendations are proposed: (1) Integration of an equity-oriented approach into the ED, (2) Widespread training on substance use, and (3) Investment in expert resources and services to support PWUS. [ABSTRACT FROM AUTHOR]

Intimate partner violence (IPV) is a public health problem that has devastating physical, psychological, and economic consequences. The emergency department (ED) is an important point of contact for individuals experiencing IPV. However, there are few studies synthesizing interactions between patients experiencing IPV and providers. We aimed to summarize the existing evidence regarding (1) ED care experiences of patients with a history of IPV and (2) experiences of ED providers interacting with them. The secondary aim of this review was to evaluate high-quality care barriers and facilitators and to elucidate common causes of care avoidance. A literature search of peer-reviewed electronic databases was undertaken. Inclusion criteria consisted of studies detailing IPV-related patient or provider experiences surrounding ED visits. Articles published before 2000 or unavailable in English/French were excluded. A total of 772 studies were screened, yielding a final number of 41 studies. Negative patient experiences arose from individual-, institutional-, and system-level issues, commonly including adverse provider behavior. Negative provider experiences stemmed from individual-, institutional-, and system-level issues, such as a lack of knowledge and lack of infrastructure. Facilitators to positive patient experiences included interacting with empathetic providers, having privacy, and receiving timely specialized care. Facilitators to positive provider experiences included feeling well-equipped to manage IPV and having policies leading to appropriate care. Negative ED care experiences reveal inadequate care quality, ultimately leading to secondary victimization of individuals experiencing IPV. This review also uncovered important literature gaps regarding experiences of those who identify as equity-deserving. [ABSTRACT FROM AUTHOR]

As a methodological approach, participatory action research (PAR), and its variant of critical action research in education, aims to further social justice and generate transformative change. Although this understanding of PAR is well rehearsed, there is still a gap in detailed explorations of the transformative impact of PAR projects in higher education settings beyond the classroom: how do we then know whether transformative change through PAR has taken place, in which ways, through which processes, and for whom. This article aims to address these questions through proposing the use of a participatory action research cube (PARC) as a human capabilities evaluative framework for personal and structural transformative change enabled by PAR projects. Evaluating transformative change from this perspective rests on both the normative nature of the capabilities approach in its justice concerns, as well as consideration for individual well-being, understood as the expansion of freedoms people have to live the lives they value. Evaluating change both includes personal well-being as well as broader social or structural impact in the direction of more social justice. To demonstrate this empirically, we report on an eight-month PAR project on one rural South African university campus, where 13 undergraduate students were involved in researching gender inequalities on their campus. The PARC analysis highlights the development of capabilities and agency through axes of participation, knowledge development, and public deliberation, as well as identifying the developmental impact of these axes on transformative change for the participants, as well as the university. [ABSTRACT FROM AUTHOR]

This paper considers ways to theorise aspirations in terms of capabilities and agency to function as human beings, as well as our resources to act and participate in this world using a South African case of women students’ aspirations. In this analysis higher education should foster women’s freedom as critical agents to make genuine choices about their lives and futures, including being able to engage critically with gender norms. The paper thus explores critical agency, together with aspirations – the goals one wants to reach in the future – that indicate which capabilities are valued and which could unlock critical agency. However, the paper also considers the ambiguities generated by the persistence of gender norms and the way these may work in higher education cultures to constrain what women have reason to value and hence their capabilities and achievements. [ABSTRACT FROM AUTHOR]

This paper draws on a participatory action research (PAR) project as a potential space for undergraduate students at one South African university to develop as political agents. Participation and reasoning, grounded in reciprocal relationships, which are fundamental in a PAR project are introduced. The contributions of the capability approach and the case for the significance of relational capabilities of voice and participation as both objectively and ethically good is proposed, before turning to Arendt as a partner to capabilities in her conceptualization of speech and action as constituting the public sphere through participation. The claim is made that a PAR project might establish such a public space thereby enabling political agents to “appear”; this is especially important in connecting PAR to democratic actions. The paper turns to the operationalization of these ideas by considering empirical data from a gender equity PAR project at a South African university. The evidence suggests the possibility for the formation of student researchers as political agents and identifies the relational and relationship-embedded political subjectivity capabilities that matter for personal and collective development and change. In conclusion, the paper argues that a PAR project can be capabilities-promoting, advancing freedoms so that subjects can come into being in a common project, even if that project is temporary. [ABSTRACT FROM AUTHOR]

Background To understand barriers and enablers to use of curative-intent radiotherapy (RT) for muscle-invasive bladder cancer using the Theoretical Domains Framework (TDF). Methods Canadian urologists, radiation oncologists (ROs) and medical oncologists (MOs) participated in a web-based survey to assess barriers and enablers to use of RT. Survey questions were thematically mapped to TDF domains. Logistic regression was used to identify TDF domains associated with high referral/use of RT. Results 64 urologists, 29 ROs and 26 MOs participated. Participants reported comparable survival at five years with cystectomy (51%) and RT with concurrent chemotherapy (50%). Despite this, participants reported low RT referral/treatment rates: Urologists referred a median of 2/10 patients to RO; ROs treated a median of 5/10 patients referred; and MOs referred a median of 2/8 patients not referred to RO by urology. Among urologists, the TDF domains ‘beliefs about consequences’ (OR = 8.1, 95% CI 1.5–44.9), ‘social and professional role’ (OR = 11.2, 95% CI 2.3–53.6) and ‘environmental context and resources’ (OR = 5.9, 95% CI 1.5–23.3) were associated with higher rates of RO referral. Conclusions We have identified factors associated with referral for RT among patients with bladder cancer. These factors should be addressed as part of a concerted effort to increase utilization of RT. [ABSTRACT FROM AUTHOR]

Broadly neutralizing antibodies have been associated with spontaneous clearance of the hepatitis C infection as well as viral persistence by immune escape. Further study of neutralizing antibody epitopes is needed to unravel pathways of resistance to virus neutralization, and to identify conserved regions for vaccine design. All reported broadly neutralizing antibody (BNAb) epitopes in the HCV Envelope (E2) glycoprotein were identified. The critical contact residues of these epitopes were mapped onto the linear E2 sequence. All publicly available E2 sequences were then downloaded and the contact residues within the BNAb epitopes were assessed for the level of conservation, as well as the frequency of occurrence of experimentally-proven resistance mutations. Epitopes were also compared between two sequence datasets obtained from samples collected at well-defined time points from acute (< 180 days) and chronic (> 180 days) infections, to identify any significant differences in residue usage. The contact residues for all BNAbs were contained within 3 linear regions of the E2 protein sequence. An analysis of 1749 full length E2 sequences from public databases showed that only 10 out of 29 experimentally-proven resistance mutations were present at a frequency > 5%. Comparison of subtype 1a viral sequences obtained from samples collected during acute or chronic infection revealed significant differences at positions 610 and 655 with changes in residue ( p < 0.05), and at position 422 ( p < 0.001) with a significant difference in variability (entropy). The majority of experimentally-described escape variants do not occur frequently in nature. The observed differences between acute and chronically isolated sequences suggest constraints on residue usage early in infection. [ABSTRACT FROM AUTHOR]

Background: A decade has passed since South Africa signed and ratified the Convention on the Rights of Persons with Disabilities, a human rights treaty that protects the rights and dignity of people with disabilities. However, not much have changed for students with disabilities. Objectives: The aim of this study was to explore lecturers' experiences with, and perspectives on, disability as well as with students with disabilities. It was hoped that this would contribute to the ongoing policy debates about diversity, inclusion and support for students with disabilities at universities. Methods: In an effort to understand the lives of students with disabilities better, a study which included students with disabilities, lecturers and disability supporting staff was conducted at two South African universities - University of the Free State and University of Venda. The paper takes a snapshot view of four lecturers and their perceptions of the lives of students with disabilities at their respective universities. Results and Conclusion: Although most disability literature report students with disabilities blaming lecturers for their failure to advance their needs, this paper highlights that the education system needs to be supportive to lecturers for the inclusive agenda to be realised. An argument is made for a more comprehensive approach towards a national disability policy in higher education involving many stakeholders. Without a broader understanding of disability, it will be difficult to engage with the complex ways in which inequalities emerge and are sustained. [ABSTRACT FROM AUTHOR]

The article explores the continuing effects of race-based inequalities in South Africa, with a particular focus on university education; it seeks to understand what lies beneath the persistence of race-based thinking. A conceptual framework which aligns everyday racism as a daily practice and the normative yardstick of human capabilities is outlined before examining an empirical case study of a student development programme at one South African university. The policy and historical context of the case study is sketched before proceeding to an interpretation of 70 qualitative interviews with black and white students who have participated in the programme. The data was analyzed for evidence of personal and interpersonal dimensions of racism, but also for evidence of self transformation enabled by the programme. The article argues that persistent though race inequalities still are in South Africa, there is the possibility of change and the development of inclusive social relations among diverse students through education, and that it is then the responsibility of a university to fashion critical educational opportunities that can foster this potential and reconfigure views, attitudes and relationships. [ABSTRACT FROM PUBLISHER]

This paper re-considers girls' education in Turkey from both a capabilities and a feminist perspective. First, it critically looks at the policies, legislation, and NGO and government led campaigns aiming to increase girls' enrolment, and points out the lack of feminist perspectives and concerns in these initiatives. Then, drawing from 20 in-depth interviews with girls and 5 interviews with teachers in the most socio-economically deprived region of Turkey, the paper explores girls' schooling and educational opportunities in Eastern Turkey from a combined capabilities and feminist perspective, in order to generate a richer information basis than numbers alone for policy and evaluation. The findings tease out capabilities which are missing in the focus of policies and campaigns, and invite a re-design of educational policies and initiatives from a capabilities-focused praxis that is context and gender sensitive. [ABSTRACT FROM AUTHOR]

The complex transformative intent of policy goals is often marginalized in favour of tangible, measurable outcomes. Such a pattern is evident in the tracking of global social justice goals, such as gender equality, where sole reliance on numerical parity data to track progress has led to the simplification of the concept for the sake of measurement. This intensifies the need to focus both on conceptual and methodological considerations in policy development and evaluation to enhance human development and promote the transformation of inequalities towards social justice. Through reporting on a mixed-methods process to inform and develop a capabilities-based gender equality policy at a South African university, the paper asks what gender equality should look like conceptually, and identifies empirically valued functionings and capabilities which could act as transformative policy evaluation indicators. The paper reports on diverse student data from 57 qualitative interviews and 843 survey respondents, which indicate differences between what social groups value and where interventions are needed. The paper suggests that the capabilities approach could be an important evidence-based policy driver in higher education, with the possibility to combine both a rich conceptual approach and methodological considerations in operationalization so that social justice goals and outcomes result. [ABSTRACT FROM PUBLISHER]

This paper explores the alignment of assessment practices in universities and lifelong learning as a key process and outcome for expansive student development. It outlines Boud’s approach to assessment, operationalises this to analyse practices in two contrasting national contexts: the sociology departments of the Midlands University in the UK and Nam Du University in Vietnam, and reframes this framework as a guide to improving practices and better-supporting lifelong learning. The paper thus contributes to recent debates about sustainable assessment and how to change assessment to better support students for lifelong learning in different countries. The findings suggest that although more elements were found at Midlands University than Nam Du University, assessment in both cases was an imperfect realisation of this framework. Nonetheless, the paper argues that the framework can offer guidance for changes to align assessment practices with lifelong learning, but to do this it should be adapted to the education context and also expanded to include explicit social commitments to others for expansive lifelong learning. [ABSTRACT FROM PUBLISHER]

The paper considers citizenship formation at universities, drawing on the example of a student leadership project at the University of the Free State, a formerly White South African university, in a higher education context and society where racialised difference continues to influence peer relationships. The paper proposes a multi-dimensional conceptualisation of social citizenship, as described by T.H. Marshall, enriched by the capabilities approach, which adds specific citizenship dimensions of deliberation, acknowledgment of heterogeneity, and agency goals and activities as core elements of being able to be and to do as citizens. This is operationalised by investigating the student development intervention, based on biographical interview data from 50 of the 71 students who participated in the first iteration of the programme. The data is analysed for the three capability dimensions and for student criticisms of the programme, before an overall judgment is made of the programme’s contribution to democratic values and citizenship formation. [ABSTRACT FROM PUBLISHER]

Evidence from international literature shows that despite interventions and policies, students with disabilities face persistent challenges in higher education. The capabilities approach can take us forward in addressing these challenges in two ways. Nussbaum's version of the capabilities approach, in particular, provides us with an analytical framework to explore valued opportunities and freedoms from a social justice perspective. Secondly, in line with Sen's argument, the approach can serve as the informational base for disability policies. In this study, the capabilities approach is operationalized within education by applying Walker's list of eight valued freedoms and opportunities to students with disabilities. Data are drawn from a qualitative study examining the processes through which students with disabilities at two South African universities make their educational choices and negotiate different structures on their way to, and in higher education. These students identified key valued freedoms and opportunities that are needed to access and succeed in higher education. Four of the eight valued freedoms and opportunities on Walker's list emerged strongly in this study. Seven other valued freedoms and opportunities which fall outside of Walker's list were also identified. These 11 key valued freedoms and opportunities, we argue, are needed for the formulation of socially just disability-inclusive policies. [ABSTRACT FROM PUBLISHER]

The paper explores a conceptual approach to the question of what it means to provide a university education that addresses equity, and encourages the formation of STEM graduates oriented to public-good values and with commitments to making professional contributions to society which will advance human well-being. It considers and rejects resource-based and utilitarian approaches to well-being and opts for Amartya Sen and Martha Nussbaum's capabilities approach which involves developing graduates' capabilities and functionings to be and do in ways which they have reason to value. The capabilities approach argues for educational and social development as the expansion of such freedoms. The approach is sensitive also to diversity through the focus on the choice of a plurality of functionings and a wide informational basis for policy, practice and social justice evaluations. It allows an analysis of how different individuals can convert available resources into functionings through attending to conversion factors: personal (internal) conversion factors, social conversion factors and environmental (external) conversion factors. All make a difference to how an individual converts her resources into functionings and makes advantage and disadvantage visible. There is a further education-specific issue, that of selecting core valuable capabilities because not any form of science and engineering education will do. Educators need to deliberate and agree which capabilities and corresponding functionings are valuable and so should be supported in policy and practice. In a capabilities-friendly education, education would aim to secure and distribute valuable education capabilities to diverse students (women and men, black and white, rural and urban and so on) paying attention to the social arrangements in education (pedagogies, institutional culture and education policy) and to conversion factors and barriers that might impede the development of opportunities and valued outcomes. [ABSTRACT FROM AUTHOR]

This article explores what it means to flourish in and through education and why we should position such flourishing as an issue of morality. We draw on the capabilities approach (CA) advanced by Amartya Sen and Martha Nussbaum and locate the argument in the practical context of higher education (HE) in unequal societies. We use qualitative data from year one of a three-year longitudinal study exploring student agency and well-being at a South African university to consider flourishing in and through education. Using the CA concepts of well-being, agency, practical reason and affiliation, we argue that the CA provides a philosophical grounding that takes account of both personal and relational flourishing and morality. Flourishing in education requires consideration of the well-being and agency of students. Flourishing through education draws attention to the role of education in promoting well-being and flourishing beyond its walls by fostering a social and moral consciousness among students. [ABSTRACT FROM PUBLISHER]

South African institutions still confront gendered inequalities, irrespective of transformative national policies, compounded by the absence of a national gender equality policy for higher education. We therefore explore the potential of the capabilities approach (CA) to inform policy formation and argue for the development of a policy for higher education institutions based on opportunities for valuable functionings as the informational basis for gender equality. Using one university as our case study, data from 38 interviews with female and male students were analysed as part of a longitudinal study on Gender, Empowerment, Agency and Higher Education. The data reveal which opportunities these women and men find important for their personal development and directly and indirectly for gender equality. We conclude by discussing the implications of the data for stimulating public dialogues towards formulating a capabilities-based gender equality policy, as well as reflecting on the broader contributions the CA brings to policy development. [ABSTRACT FROM AUTHOR]

The genome sequence of tomato ringspot virus (ToRSV, a subgroup C nepovirus) is currently available for one raspberry isolate. In this study, we describe the complete genome sequence of three additional isolates from raspberry (Rasp1-2014), grapevine (GYV-2014) and prunus (13C280). The degree of nucleotide sequence identity shared between RNA1 and RNA2 in the 5′-terminal 900 nucleotides and 3′ untranslated region varied from 98-99 % (13C280, GYV-2014) to 80 % (Rasp1-2014). Phylogenetic studies revealed distinct origins for Rasp1-2014 RNA1 and RNA2, suggesting reassortment. Two recombination events were also identified in the 3′ UTR and 5′-terminal region of RNA1. [ABSTRACT FROM AUTHOR]

Statistics show that student enrolment in higher education institutions in South Africa has dramatically increased over the past years, a clear indication that higher education (HE) is addressing issues of equitable access in the wake of an exclusionary apartheid past. Despite these positive trends, there are still marginalised groups in society about whom we know little, and who risk being overlooked both in access statistics and at the level of actual lives. The article therefore outlines the aspirations and challenges for vulnerable young people in accessing higher education, based on a case study conducted at Orange Farm informal settlement in South Africa. A qualitative approach, using Sen (2009, 1999a) and Nussbaum's (2011) capabilities approach (CA) was adopted as the conceptual frame for the light it casts on real lives, opportunities and plural achievements, with empirical data collected through face-to-face interviews with purposively selected young people living in an Orange Farm orphanage. [ABSTRACT FROM AUTHOR]

Abstract: The purpose of this paper is to understand historically and contextually the well-being and agency of selected female teachers in Turkey. The paper develops a justice model based on the capability approach to build on the relation between freedom and equality, and to take gender and cultural diversity as a key element. The research draws on results from in-depth biographical narratives of 15 participants from west Turkey, examining the real freedoms and opportunities of three different generations of female teachers through constructing a gendered look into women''s lives. The study begins by developing a framework linking women''s opportunities and freedoms drawing its normative compass from Martha Nussbaum''s capabilities approach. It explores how female teachers’ well-being can be understood in relation to key capabilities that individuals, communities and society have reason to value and how these capabilities and functionings can be expanded or constrained. The paper argues for the significance of thinking about capabilities in the professional lives of teachers who work for social change. Through a historical and generational sequence, it captures the egalitarian aspects of the capability approach, and strengthens its emphasis on freedoms of women. The findings of this enquiry indicate that there are persistent economic, cultural, ethnical, structural and gendered inequalities in women''s lives, but that women also have agency to bring changes in their lives and through their teaching. [Copyright &y& Elsevier]

The generation of a public-good, capabilities-based approach to professional education in South African universities is outlined and proposed as a contribution to wider social transformation. The relevance and importance of understanding what Amartya Sen describes as ‘capability failure' in the lives of people living in poverty is explored and, following from this, how professionals ought to contribute by virtue of their university education, and hence privilege, to making people's lives go better. The key criterion in developing and evaluating professional education is then how professionals are educated to expand the scope of effective freedoms each person has to lead a life she has reason to value, underpinned at all times with respect for human dignity. The process by which a Professional Capabilities Index (PCI) was generated theoretically and empirically is explained and the argument advanced for the PCI as a practical tool for professional education oriented to improving public services for the poor and, hence, the public good. [ABSTRACT FROM AUTHOR]

This article takes up the challenge of curriculum change in relation to the contested purposes of universities. It argues for an expansive, public good understanding, rather than the thin market exchange norms which currently drive higher education policies. The paper suggests that a human capital approach to curriculum is then insufficient to capture the full range and potential of a university curriculum. Instead, an approach to curriculum based on human development and capabilities formation is advanced as offering a richer perspective on what it means to be human and hence on the kinds of graduates universities should educate. Some implications for teaching, learning and assessment are outlined and a framework to design and operationalise a human development approach to curriculum is proposed. [ABSTRACT FROM AUTHOR]

The education of professionals oriented to poverty reduction and the public good is the focus of the article. Sen’s ‘capability approach’ is used to conceptualise university-based professional education as a process of developing public-good professional capabilities. The main output of a research project on professional education in South Africa is an innovative ‘Public-Good Professional Education Index’ generated by using three knowledge sources: theory; empirical data from five university-based professional education departments in three universities in South Africa; and deliberations with stakeholders. Here the case of a Department of Engineering is selected to exemplify how the Index assists an evaluation of the development of public-good professional capabilities in universities, which allows some optimism in the spaces between realism and idealism. Attention is drawn to the relevance of the approach and arguments to contemporary university-based professional education worldwide. [ABSTRACT FROM PUBLISHER]

This paper outlines and explores a key obstacle to evaluating education policy using the capability approach. According to the capability approach, education policy should be targeted towards expanding people's capabilities. Values are central to an individual's capability set, because they determine the functionings important to them, and therefore the capabilities which are valuable to that individual. However, it is argued here that education has a more complex function than other areas of social policy, as education is able to influence and transfer values much more directly. How do we examine the relationship between education and the expansion of an individual's capabilities, if at the same time the process of education may directly determine the very nature of the capability set itself? As a solution, a form of education is proposed that would enable students to become aware of the values they hold, and develop them further through fostering critical thinking, practical reason, and access to knowledge, rather than directly imparting values to students. We illustrate this drawing on a recent project on higher education and transformation in South Africa. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including the global dimensions of gender and education, human diversity in relation to public reasoning and gender justice, and the case of anti-racist education in Norway.

Abstract: In a world of tremendous inequalities, this paper explores two contrasting normative models for education policy, and the relationship of each to policy, practices and outcomes that can improve lives by reducing injustice and building societies which value capabilities for all. The first model is that of human capital which currently dominates contemporary education policy globally, harnessing education policy to economic growth imperatives so that development through education is the means to the end of increased resources and income. The second model draws on the work of Amartya Sen to present a human capabilities model of education policy in which human lives are the end of development and the education focus is on promoting capabilities and functionings to choose a good life. An argument is advanced for capabilities as the superior approach. The paper closes by noting the problematic of social change and struggle demanded by a transformative view of education and how or if the capability approach is adequate to the task. [Copyright &y& Elsevier]

The article argues for an alliance of the capability approach developed by Amartya Sen with ideas from critical pedagogy for undergraduate university education which develops student agency and well being on the one hand, and social change towards greater justice on the other. The purposes of a university education in this article are taken to include both intrinsic and instrumental purposes and to therefore include personal development, economic opportunities and becoming educated citizens. Core ideas from the capability approach are outlined, with examples, before possible articulations of capability and Sen's notion of process freedom with critical pedagogy are investigated. It is argued that each approach has something to offer when brought alongside as 'critical capability pedagogies', which seek to enhance and expand student experiences of learning and their 'valuable beings and doings'. Finally core capabilities in a university education are considered and some of the problems of domesticating the capability approach addressed. [ABSTRACT FROM AUTHOR]

Abstract: Two patients with giant cell arteritis (GCA) had a malignant course despite aggressive immunosuppressive therapy. A 63-year-old woman presented with symptoms of headache, jaw claudication, scalp paresthesia, and visual disturbances. A temporal artery biopsy showed GCA. While on prednisone, she suffered ischemic strokes, and serial cerebral angiograms demonstrated bilateral, severe and progressive narrowing of distal vertebral and internal carotid arteries. Despite escalating immunosuppressive therapies, she suffered more infarcts and eventually died. Postmortem examination of arteries showed no active inflammation. A 65-year-old man presented with extrapyramidal symptoms though no symptoms typical of GCA. Imaging showed multiple ischemic strokes. Because serial angiograms demonstrated findings similar to the first patient, he underwent temporal artery biopsy that showed GCA. He died 7months after his presentation with complications of aggressive immunosuppressive therapy. These two patients confirm that GCA can follow a lethal course despite escalating immunosuppressive therapies. Our two patients were unique in that eventually both anterior and posterior circulations were involved bilaterally in a characteristic location where the arteries penetrate the dura. This pattern should always raise the possibility of GCA and, if confirmed, should prompt aggressive immunosuppressive therapy. The dismal outcomes despite this approach may suggest a non-inflammatory arteriopathy, as seen on necropsy in one of our patients. Such an arteriopathy may require novel therapies to be considered for this severe variant of GCA. [Copyright &y& Elsevier]

In global times, university education policy that holds the greatest promise for social responsibility is the focus here; the argument made is that such policy ought to be conceptualised using a normative human development and capabilities approach, drawing on the work of Amartya Sen and Martha Nussbaum. Their ideas offer a values-based way of seeing higher education policy and development. Reasons are advanced for the necessary contribution of universities to the public good and to poverty reduction, while the contested purposes of universities are further outlined before human development and capabilities are presented for consideration as a superior approach to that of dominant reductionist human capital policies. The political dimension of policy development is acknowledged and explored to show that different normative frameworks generate different policies. The ideas are operationalised in relation to pedagogical arrangements and in the indexing of policy aims informed by human development, against pedagogies and graduate capabilities. [ABSTRACT FROM AUTHOR]