The genotypes of human cytomegalovirus (HCMV) isolates from pediatric patients differs from those of infected adults in Australia. Genotypes were determined by PCR amplification of glycoprotein B (gB) sequences, with subsequent analysis by restriction fragment length polymorphism, single-stranded conformation polymorphism, heteroduplex mobility analysis and direct DNA sequencing. Restriction fragment length polymorphism analysis of gB showed genotypes gB1 (39%) and gB3 (30%) were more prevalent in infected children and two new genotypes (gB6 and gB7) were found. Single-stranded conformation polymorphism was used to group isolates into 22 further subtypes and suggested longitudinal co-infection or viral mutation was occurring over time. Heteroduplex mobility analysis was found to be the most accurate and concise of the four methods used for genotyping HCMV isolates. DNA sequencing was used to confirm the results obtained from heteroduplex mobility analysis, and identified two isolates that were incorrectly genotyped by restriction fragment length polymorphism analysis. Heteroduplex mobility analysis efficiently genotyped all samples and allowed estimation of sequence variation between isolates. These data suggest certain gB genotypes are associated more commonly with childhood infections, and these differ from strains associated with invasive disease in HIV patients.

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This paper illustrates how metaphor can provide a vital link between the private and often idiosyncratic world of 'felt-reality' and the propositional world of theories and constructs in which most academic and professional discourses are conducted. Drawing on Schön's concept of reflection as 'seeing-as' and Heron's model of 'ways of knowing', it suggests that the exploration and articulation of an individual's use of metaphor is an important element in the process of demystifying the passage of 'intuitive' knowledge into professional practice. The author demonstrates how part of her professional identity has been constructed through reflective writing but questions whether work of this kind has any place in the current outcomes-driven climate of research assessment in academia. Talking turtle… our argument is not simply that the artistic imagination could play a larger role in professional learning, but that it should do so. (Winter et al., 1999, p. 2; original emphasis) On top of my computer is a tiny hand-carved piece of jade in the shape of a turtle, bought in a First Nations craft shop in Vancouver. It is a tangible reminder of an enjoyable adult education conference I attended in 2000. It also speaks to me of the importance of myths and imagery in professional learning and related research-and of the need to assert this in the current outcomes-driven environment of universities. This is especially so in the UK where the spectre of the next Research Assessment Exercise (RAE) currently looms darkly over the choices academics need to make about what they write for potential publication. I will return to the RAE in conclusion as I think it has serious implications for papers such as this one.At the heart of this paper are some personal reflections on the evolution of my own professional identity, including my orientation to both reflective practice and research. Its purpose is to illustrate how the creative impulses of the 'artistic imagination' (Winter et al., 1999), in the particular form of metaphor, can provide a vital and

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