Diabetes insipidus is a well-recognized complication of Langerhans-cell histiocytosis (histiocytosis X), but its frequency and natural history are not well defined. Of 52 children with histiocytosis whom we studied, 12 (23 percent) had diabetes insipidus. Only two children had diabetes insipidus at presentation with histiocytosis, but the cumulative risk that it would develop during the first four years after the presentation and diagnosis of histiocytosis was found to be 42 percent. Diabetes insipidus occurred most often among children with multisystem disease and those with proptosis. To determine the natural history of diabetes insipidus in children with histiocytosis, we measured the response of urinary arginine vasopressin to water deprivation every six months in 21 children who did not have diabetes insipidus and who had had histiocytosis for less than four years. Five of the 21 children (24 percent) had subnormal responses during the initial test. One subsequently had spontaneous improvement in the functioning of the posterior pituitary, and diabetes insipidus subsequently developed in two, as it did in one of the children who initially had normal function of the posterior pituitary. Two of the children received irradiation to the pituitary within two to four weeks after diabetes insipidus developed, but they had no improvement in pituitary function. However, diabetes insipidus improved transiently during prednisolone therapy in one of these children and improved permanently after etoposide therapy in another child. We conclude that prospective study with the use of a simple water-deprivation test will allow partial defects of posterior-pituitary function to be detected in patients with histiocytosis and will permit a more appropriate evaluation of the effects of therapeutic intervention.

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This article investigates children's concept development and use of exploratory talk in the primary years of early French immersion (K-3). The authors relate data from a case study of a primary program to personal teaching experience and research in language and learning and developmental psychology. They then suggest some possible approaches to enhancing concept development and exploratory talk in that particular learning setting.

This article discusses the campaign for official recognition of a slave burial ground in Québec, and the public response to it, and explores its implications for public pedagogy. The article also examines the difficulties and possibilities of a community that encompasses black, white, francophone and anglophone and that belongs both to Québec and to Canada. The campaign forces a rethinking of all of these categories and makes possible a different vision of historical and present day relationships in Canada.

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Abstract:We explore our teaching of Biographical Explorations of Teaching and Learning, a Curriculum and Instruction Masters course in the Faculty of Education at Memorial University in which we develop creative and imaginative thinking and learning amongst educators. We invite students into a multi-modal exploration of their lives as teachers and learners via readings, visual art, drama, music, literary writing, and media pieces that explore themes in teaching and learning. Students think critically about how narratives work within personal/professional and societal cultural contexts. They learn about and engage in creative ways of telling a story. In this paper we critically reflect on the affordances and challenges of this approach to arts-informed critical graduate pedagogy.

health sciences, history THE CANADIAN HISTORICAL REVIEW utpjournals.press/chr Offering a comprehensive analysis on the events that have shaped Canada, CHR publishes articles that examine Canadian history from both a multicultural and multidisciplinary perspective.

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