Differential (18)F-FDG and 3'-deoxy-3'-(18)F-fluorothymidine PET responses to pharmacologic inhibition of the c-MET receptor in preclinical tumor models.

The ability of PET to image functional changes in tumors is increasingly being used to evaluate response and predict clinical benefit to conventional and novel cancer therapies. Although the use of (18)F-FDG PET is well established, 3'-deoxy-3'-(18)F-fluorothymidine ((18)F-FLT) PET has potential advantages as a more specific marker of cellular proliferation. c-MET signaling is frequently dysregulated in cancer and is therefore an attractive therapeutic target. Crizotinib (PF-2341066) is a novel adenosine triphosphate-competitive c-MET kinase inhibitor with antitumor activity in a range of tumor models. The aim of this study was to investigate the utility of PET of glucose metabolism and cell proliferation to monitor tumor response to crizotinib in 2 cell lines with aberrant c-MET signaling.

Severe hypoglycaemia in type 1 diabetes mellitus: underlying drivers and potential strategies for successful prevention

Hypoglycaemia remains an over-riding factor limiting optimal glycaemic control in type 1 diabetes. Severe hypoglycaemia is prevalent in almost half of those with long-duration diabetes and is one of the most feared diabetes-related complications. In this review, we present an overview of the increasing body of literature seeking to elucidate the underlying pathophysiology of severe hypoglycaemia and the limited evidence behind the strategies employed to prevent episodes. Drivers of severe hypoglycaemia including impaired counter-regulation, hypoglycaemia-associated autonomic failure, psychosocial and behavioural factors and neuroimaging correlates are discussed. Treatment strategies encompassing structured education, insulin analogue regimens, continuous subcutaneous insulin infusion pumps, continuous glucose sensing and beta-cell replacement therapies have been employed, yet there is little randomized controlled trial evidence demonstrating effectiveness of new technologies in reducing severe hypoglycaemia. Optimally designed interventional trials evaluating these existing technologies and using modern methods of teaching patients flexible insulin use within structured education programmes with the specific goal of preventing severe hypoglycaemia are required. Individuals at high risk need to be monitored with meticulous collection of data on awareness, as well as frequency and severity of all hypoglycaemic episodes.

The coordination role in research education: emerging understandings and dilemmas for leadership

Changes in expectations of research education worldwide have seen the rise of new demands beyond supervision and have highlighted the need for academic leadership in research education at a local level. Based on an interview study of those who have taken up local leadership roles in four Australian universities, this paper maps and analyses different dimensions of the emerging leadership role of research education coordination. It argues that while there is increasing clarity of what is required, there are considerable tensions in the nature of the coordination role and how coordination is to be executed. In particular, what leadership roles are appropriate and how can they be positioned effectively within universities? The paper draws on the Integrated Competing Values Framework to focus on the activities of coordination and on ideas of distributed leadership to discuss the leadership that characterises coordination. It is argued that without acknowledgement of the influences that coordinators need to exert and the positioning and support needed to achieve this, the contemporary agenda for research education will not be realised.

Learning in-between, across and beyond workplace boundaries

In this paper, we challenge conventional theories underpinning the practice of human resource development (HRD) that typically focus on the objects of learning - individuals, skills, jobs - or separate the contexts of work (performance) from learning (training). Using case study research from a public utility and a winery, we found similarities in workers' experiences of various organisational practices despite different objects of learning. These practices were, firstly, temporarily occupying (acting up) in a more senior position and, secondly, collaborating across functions. Unlike notions of boundary-crossing or job rotation, we argue that learning 'in-between' develops interactional competence that is grounded within the work practices of interacting individuals. This relational view opens up possibilities for redirecting the focus of HRD practice towards integrating work and learning in ways that develop the potential for learning in-between, across and beyond the boundaries of work. © 2012 Inderscience Enterprises Ltd.

When is it OK to learn at work? The learning work of organisational practices

Purpose – The purpose of this paper is to examine the use of “learning” through what we have termed “integrated development practices”. These are common organisational practices that both enhance organisational effectiveness and contribute to organisational and employee learning.Design/methodology/approach – The paper analyses the ways in which learning and being a learner were talked about and enacted with regard to one of the integrated development practices identified in a study of four different organisations – safety practices, and how learning and being a learner regarding safety were legitimate in one of the organisations. Data are drawn from semi‐structured interviews with members of a variety of workgroups in one major division of the organisation.Findings – Interviewees' responses reflected that learning was fully embedded as an accepted part of a necessary function of the organisation. This use of a learning discourse is discussed in the light of findings from an earlier study on informal learning at work that suggested that learning and the identity of being a learner were sometimes resisted in the everyday culture of work.Originality/value – Using the theorisations of practice of Schatzki and the lifelong education framework of Delors the paper discusses the implications of these findings to examine when it is acceptable to articulate learning as part of work and be identified as a learner at work.

Talking up learning at work : cautionary tales in co‐opting everyday learning

Learning in workplaces is always mediated through talk. It is tempting for management to seek to utilise everyday talk as part of learning and therefore enhance productivity. This paper examines the responses of workers to interventions that aim to formalise informal conversations at work as part of an explicit workplace learning strategy. It draws on interviews with managers and workers in a public sector organisation to examine their experience of these practices. The paper raises questions about whether interventions in the name of fostering informal learning may well be hindering what they seek to promote.

The in‐between: exposing everyday learning at work

Much has been written about how space and time are integral to understanding social relations, in particular about associations between space and understanding learning in workplaces. Drawing from a research study exploring everyday learning at work, this paper looks beyond what is generally understood as work situations by turning to those spaces and times where ‘social’ and ‘work’ overlap, such as breaks in tearooms. These spaces are not so work orientated that they can be described as ‘workspaces’, nor are they entirely social. The nexus between work and the social, of being a worker and a social being, of engaging in legitimate work and socializing are put forward as rich expanses for everyday learning. The paper draws on interviews and observational data from four work sites within one organization. It undertakes an exploration of the intersection of space, time and informal learning with regard to the social/work spaces located at work. It argues that a key location for everyday learning at work is at the points of intersection between work and social spaces and that it is necessary to abandon simplistic dichotomies between work, social and learning space.

'I don’t think I am a learner': acts of naming learners at work

The terms “learning” and “learner” are used in discussions of workplace learning as if they were unproblematic and as if workers, organisations and researchers had a common, shared view about what these terms mean. A study of four different workgroups within an organisation in which the discourse of learning was pervasive suggests that having an identity as a learner may not be compatible with being regarded as a competent worker. The politics of naming oneself as a learner are considered and the power of naming learning and learners are discussed. The broader implications for research on workplace learning of such a discursive approach are noted.