A meropenem dose of 1g iv every 12 hrs provides adequate serum concentrations in the majority of patients receiving continuous veno-venous hemofiltration or continuous venovenous hemofiltration with a 0.9-m2 polyacrylonitrile filter at combined ultrafiltrate/dialysate flow rates of up to 3 L/hr. A lower dose would not be sufficient for the empirical treatment of potentially life-threatening infections in all patients.
For teacher-trainees on pre-service Further Education (FE) initial teacher training (ITT) courses, the placement in colleges is a crucially formative experience. From 2005 to 2008, a research project at the University of Huddersfield researched these placements in four colleges in the north of England and the relationships that were formed between the trainees, their mentors, other staff and students. Where the trainees were placed and who they taught were often a matter of expedience, and their individual circumstances were contingent upon diverse, often local, factors. As such, the picture that emerged of the lived experience of placement defied simple classification and explanation.Drawing on data gathered during the project this paper argues that the experience of placements is characterised by confusion, insecurity and marginalisation on the one hand and integration, enthusiasm and development on the other. However, regardless of their individual experience there is evidence that the trainees learnt to cope and even that messiness may be useful preparation for the unstable FE workplace. This questions what constitutes a successful placement.
This chapter explores social work and community development practices in light of the urgent social, economic, and environmental issues facing the world today. Can those professions, established to support individuals and communities, overcome social disadvantage, evolve into new, alternative roles that seek combined human and non-human (animals, plants, living organisms) understandings leading towards transformative practices? Those professions are viewed within their own constructs and environmental agendas. Ancient and contemporary Indigenous knowledges are then considered, as they relate to the First Law of caring for their living country and living lifestyles. Two community development case studies are examined, involving non-Indigenous people in their community, and Indigenous traditional owners across a whole river catchment to address key questions: How can those disciplines contribute to ecological transformation? Can they appreciate and include non-humans in their practice? and How can Indigenous ancient and current knowledges contribute to social justice practice?
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