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The purpose of this paper is to review a case of a man with intellectual disability, autism and challenging behaviour who presented with vomiting, regurgitations and significant weight loss.

The paper examines the case history and identifies challenges contributing to symptom classification and management of a patient with intractable vomiting, regurgitations and significant weight loss.

This case illustrates the importance of the multidisciplinary team working required to reduce morbidity and risk of mortality, as well as highlighting some of the challenges associated with coordinating different approaches from different agencies. Pharmacological management did not result in lasting symptom resolution in this case. Difficulties in establishing diagnostic certainty and consideration of whether symptoms could be consistent with rumination syndrome are also discussed. The value of consistent implementation of positive behavioural support is also demonstrated.

The rapid and dangerous weight loss described in this case is associated with adverse physical health outcomes and has generated significant anxiety resulting in extensive liaison between primary and secondary mental and physical health services. Additionally, it considers whether the symptoms could be attributed to the relatively rare diagnosis of rumination syndrome which is historically underdiagnosed.

The hydrodynamic performances of fabric heartvalve protheses were measured and compared with other commercially available types of heartvalve prostheses. A prosthesis was manufactured by forming fabric to a geometry close to that of the native valve. In vitro performances of the prototype were evaluated using a pulse duplicator simulating the left side of the human circulatory system, with a 70 ml cardiac output at a constant heart rate of 70 beats/min under a mean diastolic pressure of 100 mmHg. Woven fabrics of different weaves, yarn structures (multifilaments and microfibres), saturation indexes, and rigidity were tested in terms of static and dynamic regurgitation, pressure drops across the valve, and dynamic behaviour. The results were found to be close to those expected for such a device and, in some respects (pressure drop), even better than those obtained with other prostheses in current use. The yarn structure and fabric saturation index seem to be important parameters in the development of a textile prosthesis. Thus, the tests showed that a plainweave structure with microfilament yarns and a reduced saturation index appears to be the fabric best suited for the valve application.

Current events and citizenship intersect in students’ classrooms in ways both problematic and full of potential. Teachers take a range of approaches, from the passive, weekly regurgitation of news stories to the empowered use of current events to explore broader issues and inform civic engagement. Creating an open classroom climate can help teachers unlock the civic potential of current events, which aids students in building civic knowledge, internal political efficacy, and civic self-efficacy. This article begins by introducing teachers to research on open classroom climates using data from the International Civic and Citizenship Survey (ICCS). We then provide examples of the components of an open classroom climate and a survey created from ICCS items for teachers to assess their own classroom’s climate. Elements of an open classroom climate are applied to current events pedagogy with a lesson plan for young children that explores civic responses to water scarcity and features All the Water in the World, a picture book by George Ella Lyon and Katherine Tillotson.

Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a social studies methods course. The study was framed around the construct and practice of transformative education and pedagogy. Transformative pedagogy was defined as an activist pedagogy that combines the elements of constructivist, critical pedagogy, multiculturalism and practices that promote dialogical relations, engage and empower students as critical inquirers, participatory, active, and self-reflective learners who confront their prior beliefs, perspectives, frames of reference and attitudes in order to foster the development of critical consciousness, visions of possibilities, and action. Drawing on multiple sources, the data revealed that participants evidenced transformative learning such as follows: (a) deepened perspectives and new understanding of social studies; (b) shifting dispositions and awareness of a new sense of responsibility; (c) evolving self-examination and redefinition of teaching role, and (d) emerging sense of social critique and conscientization. Finally, the article discusses practices of key elements of transformative pedagogy that foster transformative learning such as a community-based learning context, experiential learning activities and project, reflective journaling, modeling, and scaffolding.

The gastro intestinial tract extends from mouth to anus and enables the uptake of nutrients (including water) to occur, as well as the excretion of waste products. Problems can occur at various points and dietary modifications can help the symptoms.

In the 69 years since the founding of the People’s Republic of China, especially the 40 years since the reform and opening-up, the relationship between urban and rural areas has undergone profound change. When the deepening reform of the urban-rural relationship is entering a critical period, it is necessary to reassess the evolution of the urban-rural relationship in China and draw a picture for that relationship in the future. The paper aims to discuss these issues.

This paper combs the policies on the urban and rural development since the founding of the People’s Republic of China, and analyzes macro data on the industries, population, personal income, and other aspects.

The study found that this urbanism affects individuals’ lives and the choices of society through the will of the state, and then provides feedback at the whole level of social values.

This paper divides the evolution of China’s urban-rural relationship into two major stages – nurturing cities with rural areas and leading rural areas with cities, which are then subdivided into five periods. The features of the relationship between the urban and rural areas in different periods are analyzed, and the future development of urban-rural relations is also considered.

Much to the relief of everyone, the general election has come and gone and with it the boring television drivel; the result a foregone conclusion. The Labour/Trade Union movement with a severe beating, the worst for half a century, a disaster they have certainly been asking for. Taking a line from the backwoods wisdom of Abraham Lincoln — “You can't fool all the people all the time!” Now, all that most people desire is not to live easy — life is never that and by the nature of things, it cannot be — but to have a reasonably settled, peaceful existence, to work out what they would consider to be their destiny; to be spared the attentions of the planners, the plotters, provocateurs, down to the wilful spoilers and wreckers. They have a right to expect Government protection. We cannot help recalling the memory of a brilliant Saturday, but one of the darkest days of the War, when the earth beneath our feet trembled at the destructive might of fleets of massive bombers overhead, the small silvery Messerschmits weaving above them. Believing all to be lost, we heaped curses on successive Governments which had wrangled over rearmament, especially the “Butter before Guns” brigade, who at the word conscription almost had apoplexy, and left its people exposed to destruction. Now, as then, the question is “Have they learned anything?” With all the countless millions Government costs, its people have the right to claim something for their money, not the least of which is the right to industrial and domestic peace.

The purpose of this paper is to report the findings from a study that explored the use of art and visual production as a means through which 20 third-graders developed and represented their social studies understandings. The author describes the ways the process of visual production and the finished products illustrate the nature of the students' social studies learning.

The project was grounded in an inductive qualitative approach privileging student voice. This paper reports analysis and interpretation of multiple data sources, including photographs of students' projects, digital recordings of the visual productions and student interviews, as well as field notes and informal teacher conversations.

Results suggest that in the process of visual production and in their final pieces, students moved in fluid ways between making sense of new knowledge, developing important social studies skills, and representing their knowledge. More specifically, students used historical evidence to present humanized versions of history through personalized narratives. These outcomes suggest that the integration of art and visual production can be a valuable and effective way for students to develop and apply social studies skills as well as represent their understanding.

This study provides insight into how young children can use art and visual production to develop social studies skills, make sense of new knowledge, and represent their learning, contributing knowledge on an understudied topic and population in social studies education.

The contradiction of construction land in economically developed regions is becoming more prominent, and the scale of construction land in some large cities is close to the ceiling. Therefore, China implemented the policy of construction land reduction in 2014. The main objective is to optimize the stock of homesteads and then help to realize rural revitalization by transferring land indexes across regions. Shanghai took the lead in implementing the reduction policy in 2014, for which reduction acceptance data are available. Thus, this paper evaluates the impact of homestead reduction on rural economic development based on data from towns in Shanghai.

This paper uses the difference-in-difference (DID) model to analyze the policy effects of homestead reduction on rural residents' income and industrial integration development. Using economic agglomeration (EA) as a mediating variable, the authors explore how homestead reduction (HR) promotes EA to drive rural economic development and analyze the impact of geographic location and government investment.

HR significantly promotes rural economic development and shows a significant cumulative effect. In the long run, HR can improve rural residents' income and promote industrial integration by promoting EA. The positive effect of HR and EA in suburban regions on industrial integration development is gradually increasing. However, the incentive effect on rural residents' income is weakening. The positive mediating effect of EA is significantly higher in regions with low government investment than in regions with high government investment.

This paper contributes to testing the impact of HR policy on rural economic development and can provide a reference for other regions aiming to implement reduction policy.

This Scholarship of Teaching and Learning research is a part of the larger study grant to analyze written reflections through learning log among the third and final year students undertaking BPME 3073 Entrepreneurship module in University Utara Malaysia (UUM). The paper aims to discuss these issues.

The data collection techniques are researcher-directed textual data through reflective learning log, taken from 140 students from three classes. A thematic approach was utilized to present the reflections of the students and all data were recorded in a verbatim format.

The findings show that most students have never written a reflective log or essay in the formative assessment. As a consequence, they had difficulty in writing the reflection when being requested to do so. A total 75 (approximately 55 percent) of the reflective logs were identified as level 1 (from 1 to 5 percent) in which reflections were simply written in a descriptive manner, resulted in a balance of 61 learning logs being utilized for further analysis. The students’ reflections on their entrepreneurship’s experience systematically categorize into four different themes comprised of: the nature of entrepreneurship module, entrepreneurial characteristics, opportunity recognition, and creativity and innovation.

As for the limitation of the study, it is important to not to underestimate the challenges of introducing a grade assessment that most of them are not familiar with in their university academic journey. Students need guidance, assurance and confidence writing something that require personal opinion, own thinking, sensitive and personal nature of narration. For most students as found out in this study, self-confessional writing is hard to come by (they dare not attempt it in the first place), only a handful appreciating the writing start with “I,” “me” as first person. More research in this study should be conducted across the university to gauge the response from the students to see if the result of this study is only applicable to this group of students or to this discipline of studies. The researchers would also like to recommend for future studies which take the form of a longitudinal study of similar kind to examine the problems and challenges with regards to promoting learning reflection at the undergraduate level.

Based on the result of the 61 students who had demonstrated an ability in reflective writing, it is suggested that perhaps the university should consider offering coursework that contains a component of reflective writing as part of the assessment. As such, if this is implemented, students of such ability like the one in this sample group would have been benefitted from such assessment which look at reflective ability (Greene, 2014) and which they were allowed to form a broader perspective in relation to the module undertaken. This in turns will foster the growth of reflective ability which is recognized as a learned behavior (Gustafson and Bennett, 1999). In addition, for the future exercise of this reflective learning log, the researcher opined that we should encourage our students to engage with another student (e.g. close friend) in a way that encourages talking with, questioning, or confronting, helped the reflective process by placing the learner in a safe environment in which self-revelation can take place. In addition, students were able to distance themselves from their actions, ideas and beliefs, by holding them up for scrutiny in the company of a peer with whom they are willing to take such risks (Hatton and Smith, 1995).

The results of this research have strongly suggested the need to urgently develop among the students the skills in writing reflectively as they go through the process of higher education which is useful in molding their future professional and entrepreneurial behavior as when they entered the job market which requires a critical reasoning ability.