Implications of Brexit for the UK and the EU

Brexit has transformed politics in the United Kingdom. Its impact on the European Union is less clear. The UK’s exit dispelled any illusions that leaving the EU could be anything but complicated and difficult. After over 40 years of membership, the UK had to relearn how the EU functioned, as well as how its own Union operated. On the EU side, the UK’s vote to leave has spurred little self-reflection. EU27 unity became an end in itself, at the expense of more thoughtful reflection about the long-term future relationship. Nevertheless, the UK’s presence outside the EU creates a unique dilemma for the EU: how should it best deal with such a close and large partner? The EU must also understand the role it played in bringing about the UK’s exit if it is to build resilience in future, the driving issues for which—sovereignty, identity, and immigration—have not disappeared along with the UK.

Enhancing Pre-service Teachers’ Reflective Quality on Inquiry-based Teaching Through a Community of Practice

Implementing inquiry-based teaching in secondary school is often a challenge for pre-service teachers. Thoughtful reflection on their teaching experience may help future teachers address this challenge. This article examined the quality of reflection on inquiry teaching by two pre-service science teachers as they participated in a mini-Community of Practice (mCoP) with their cooperating teachers and university advisor. Findings from this study revealed the benefits of this mCoP for nurturing pre-service teachers’ inquiry teaching by building a network of encouraging support from experienced teachers and by providing a supportive reflective environment. The study also showed pre-service teachers transformed their reflections from technical to reflective thinking as they matured in inquiry-based teaching practice.

Plastic card circumvention an infirmity of authenticity and authorization

Purpose Currency usage either in the physical or electronic marketplace through chip-based or magnetic strip-based plastic card becoming the vulnerable point for the handlers. Proper education and awareness can only thrive when concrete fraud detection techniques are being suggested together with potential mitigation possibilities. The purpose of this research study is tendering in the same direction with a suitable plan of action in developing the authentication strength metric to give weightage marks for authentication techniques. Design/methodology/approach In this research study, a qualitative in-depth exploration approach is being adapted for a better description, interpretation, conceptualization for attaining exhaustive insights into specific notions. A concrete method of observation is being adopted to study various time boxed reports on plastic card fraud and its possible impacts. Content and narrative analysis are being followed to interpret more qualitative and less quantitative story about existing fraud detection techniques. Moreover, an authentication strength metric is being developed on the basis of time, cost and human interactions. Findings The archived data narrated in various published research articles represent the local and global environment and the need for plastic card money. It gives the breathing sense and capabilities in the marketplace. The authentication strength metric gives a supporting hand for more solidification of the authentication technique with respect to the time, cost and human ease. Practical implications The research study is well controlled and sufficient interpretive. The empirical representation of authentication technique and fraud detection technique identification and suggestive mitigation gives this research study an implication view for the imbibing research youths. An application and metric based pathway of this research study provides a smoother way to tackle futuristic issues and challenges. Originality/value This research study represents comprehensive knowledge about the causes of the notion of plastic card fraud. The authentication strength metric represents the novelty of a research study which produced on the basis of rigorous documentary and classified research analysis. The creativity of the research study is rendering the profound and thoughtful reflection of the novel dimension in the same domain.

Variations on the death of a grandparent: an analysis of youth memoir

Purpose This paper aims to argue for the curricular inclusion of youth-generated young adult literature (YAL) alongside canonical literature and adult-generated YAL. The authors support this argument with the results of a qualitative analysis of youth memoir published in The Best Teen Writing. They strive to inform the debate between educators who value memoir as part of the secondary curriculum and critics who question the ability of youth to write purposeful, meaningful narrative. Additionally, the authors also present memoir as a unique genre for youth to document and process adolescence, and for youth to speak to issues which they deem important. Design/methodology/approach Informed theoretically by the Youth Lens, which considers how texts reinforce and/or disrupt various figurations of adolescence and youth, this study uses a multistage qualitative analysis of 83 youth memoir published in nine volumes of the Best Teen Writing from 2010 to 2018. First, the authors conducted a Labovian plot analysis to consider what themes and topics were present as well as what this sample could teach us about youth. Next, they analyzed the sample for genre hallmarks specific to creative nonfiction and memoir to consider the question of quality of youth memoir. Findings The findings suggest that there is no typical adolescence and that youth are balancing complex, intersectional identities, which they write about skillfully through memoir. These findings directly contrast with critics of youth memoir. Rather than clichéd, the memoirs the authors analyzed show youth as intercultural, capable of thoughtful reflection, capturing the transitory state of their youth (knowing they are not children anymore and lightly speculating about their future), skillfully integrating memoir genre hallmarks, and recording important events and perspectives with appeal to a broader readership. Furthermore, these findings position youth memoir as worthy of curricular inclusion alongside adult-generated YAL. Originality/value If the critics of youth memoir are the loudest voices, youth memoir will be, at best, relegated as examples for writers rather than seen as valid additions to curricular canon. This work gives due credit to the quality of published youth memoir to showcase their potential for curricular and canonical addition. This study builds on smaller-scale case studies and personal accounts to make an argument for curricular inclusion of youth voices and youth memoir in the secondary canon.

History of Mindfulness and Psychology

Mindfulness practice and protocols—often referred to as mindfulness-based interventions (MBIs)—have become increasingly popular in every sector of society, including healthcare, education, business, and government. Due to this exponential growth, thoughtful reflection is needed to understand the implications of, and interactions between, the historical context of mindfulness (insights and traditions that have been cultivated over the past 25 centuries) and its recent history (the adaptation and applications within healthcare, therapeutic and modern culture, primarily since the 1980s). Research has shown that MBIs have significant health benefits including decreased stress, insomnia, anxiety, and panic, along with enhancing personal well-being, perceptual sensitivity, processing speed, empathy, concentration, reaction time, motor skills, and cognitive performance including short- and long-term memory recall and academic performance. As with any adaptation, skillful decisions have to be made about what is included and excluded. Concerns and critiques have been raised by clinicians, researchers, and Buddhist scholars about the potential impact that the decontextualization of mindfulness from its original roots may have on the efficacy, content, focus, and delivery of MBIs. By honoring and reflecting on the insights, intentions, and work from both historical and contemporary perspectives of mindfulness, the field can support the continued development of effective, applicable, and accessible interventions and programs.

The Use of Video as a Tool for Building Reflective Educators

Providing opportunities for novice and veteran teachers to reflect and asses their instruction is essential for building professional expertise. The importance of the skill of reflection has historically been valued as a critical characteristic of a good teacher. In Donald Schön's seminal work, The Reflective Practitioner (1983), he affirmed the importance of reflection in the teaching profession and stressed how skillful reflection builds professional excellence. Using Schön's work as a framework, the authors explore the use of video as a tool to support both competence and reflective practices in novice and veteran teachers enrolled in online education programs. This chapter surveys recent studies that support the growth of competent, reflective teachers. Video, combined with guidance on thoughtful reflection, support the use of instructional practices that build and strengthen teacher competence.

A diagnostic time-out to improve differential diagnosis in pediatric abdominal pain

BackgroundPediatric abdominal pain is challenging to diagnose and often results in unscheduled return visits to the emergency department. External pressures and diagnostic momentum can impair physicians from thoughtful reflection on the differential diagnosis (DDx). We implemented a diagnostic time-out intervention and created a scoring tool to improve the quality and documentation rates of DDx. The specific aim of this quality improvement (QI) project was to increase the frequency of resident and attending physician documentation of DDx in pediatric patients admitted with abdominal pain by 25% over 6 months.MethodsWe reviewed a total of 165 patients admitted to the general pediatrics service at one institution. Sixty-four history and physical (H&P) notes were reviewed during the baseline period, July–December 2017; 101 charts were reviewed post-intervention, January–June 2018. Medical teams were tasked to perform a diagnostic time-out on all patients during the study period. Metrics tracked monthly included percentage of H&Ps with a ‘complete’ DDx and quality scores (Qs) using our Differential Diagnosis Scoring Rubric.ResultsAt baseline, 43 (67%) resident notes and 49 (77%) attending notes documented a ‘complete’ DDx. Post-intervention, 59 (58%) resident notes and 69 (68%) attending notes met this criteria. Mean Qs, pre- to post-intervention, for resident-documented differential diagnoses increased slightly (2.41–2.47, p = 0.73), but attending-documented DDx did not improve (2.85–2.82, p = 0.88).ConclusionsWe demonstrated a marginal improvement in the quality of resident-documented DDx. Expansion of diagnoses considered within a DDx may contribute to higher diagnostic accuracy.

John Dewey and Teacher Education

John Dewey’s writings on schooling are extensive, and characteristically wide-ranging: teachers are expected to think deeply about knowledge construction, how we think and learn, the purpose of curriculum in the life of the child, and the role of school and societal reform. He worked throughout his life to develop and refine his philosophy of experience, describing all learning as defined by the quality of interactions between the learner and the social and physical environment. According to Dewey, teachers have a responsibility to structure educational environments in ways that promote educative learning experiences, those that change the learner in such a way as to promote continued learning and growth. The capacity to reflect on and make meaning from one’s experiences facilitates this growth, particularly in increasing one’s problem-solving abilities. While Dewey wrote little that specifically addressed the preparation of teachers, his 1904 essay, “The Relation of Theory to Practice in Education,” makes clear that he grounds his beliefs about teachers’ learning in this same philosophy of experiential learning. Dewey argued that thoughtful reflection on previous and current educational experiences is especially important in teacher preparation; teacher educators could then guide beginners to examine and test the usefulness of the beliefs formed from those experiences. Teacher educators, therefore, have a responsibility to arrange learning environments for beginning teachers to promote sequential experiences leading to increased understanding of how children learn, “how mind answers to mind.” These experiences can then help beginning teachers grow, not as classroom technicians, but as true “students of teaching.” Dewey’s ideas remain relevant, but must also be viewed in historical context, in light of his unfailing belief in education and the scientific method as ways to promote individual responsibility and eliminate social problems. His vision of a democratic society remains a fearless amalgam of human adaptation, continuity, change, and diversity: public schools are privileged locations in a democracy for the interplay and interrogation of old and new ideas. Teacher preparation and teacher wellbeing are crucial elements; they can provide experiences to educate all children for participation in their present lives in ways that facilitate their growth as citizens able to fully participate in a democracy. Despite criticism about limitations of his work, Dewey’s ideas continue to offer much food for thought, for both research and practice in teacher education.

Reflect and Remember: The Ethics of Complications in Interventional Radiology

Clinicians, particularly those in procedural specialties, tend to feel personally responsible when complications occur. Medical errors among surgeons have been studied and provide an insightful window into the ethics of complications. Ethically we must consider what we owe patient and families, ourselves, and our colleagues. To some degree, the answers are similar: reflection, confession, and resolution. We owe patients and families an explanation and lack of abandonment; we owe ourselves thoughtful reflection on what caused the complication and how we can learn from it; and we owe our colleagues assistance managing our complications and a chance to learn from our mistakes. As a specialty that prides itself on innovation and novel therapies, interventional radiology has a unique relationship with complications that has not been well developed. As the specialty grows, it will be important to provide forums for further understanding the ethical challenges in interventional radiology.

Message Heard: Insights for Doctoral Program Design From Community Partners

Developing a nursing doctoral program requires, among other considerations, thoughtful reflection on opportunities for graduates, and needs of the health-care community. To educate nurse clinicians, scientists, and leaders prepared to address complex health-care issues, colleges of nursing must engage with community stakeholders during program development. One college embraced this opportunity to dialogue through a series of semistructured focus groups and surveys to inform community partners of the developing doctoral program plan and to hear their related ideas and opinions. Themes arising from qualitative data analysis included driving forces, the value of education, and differing doctoral roles. The findings were far more enlightening than anticipated and ultimately guided the direction of program development. This study affirmed the power of meaningful dialogue with community partners to ensure a well-educated nursing workforce with the skills needed to advance nursing practice in the changing health-care environment.