Category of PaperResearch paper

Granulocyte-macrophage colony-stimulating activty (GM-CSA) can be produced by a variety of normal cell types including mononuclear phagocytes, activated T lymphocytes, endothelial cells, and fibroblasts. Recent evidence shows that a major role of the monocyte-macrophage is the recruitment of environmental cells, i.e., fibroblasts, to produce GM-CSA. In this study we have identified interleukin 1 (IL-i) as a monokine that stimulates fibroblasts to produce and release GM-CSA and prostaglandin E2 (PGE2). Both purified human monocyte-derived IL-I and human recombinant ILiA (10-10 M) can be substituted for monocyteconditioned medium in stimulating fibroblast GM-CSA and PGE2 production. Both forms of IL-1 stimulate fibroblasts to produ6e GM-CSA and PGE2 in a dose-dependent fashion. The fibroblkst-stimulating activity found in monocyte-conditioned medium was completely blocked by anti-I-iA. We conclude that monocytes produce IL-1, and that monocyte-derived IL-i induces fibroblasts to produce GM-CSA and PGE2.

We widen the scope of the impact debate by extending Boyer's theorization of scholarship through Denyer, Tranfield and van Aken's CIMO framework to propose relational management education as an intervention that creates the generative mechanism of co‐production and subsequent impact. In so doing, we propose a new conceptualization of academic impact that occurs through teaching and is situated within a community of inquirers. We offer a critique of current thinking, dominated by the idea that the research paper is the most appropriate unit of analysis by which to measure the excellence and impact of research. We examine the notion of the gap between academics and practitioners and argue that the impact agenda should be widened to include a consideration of how management academics can become impactful through their teaching of practitioners, broadly defined to include the whole range of learners associated with business schools. We propose that for management research to have the potential to change these practitioners, an engagement with knowledge is needed, and that this involves more than translation but the creation of new ideas. Such impact can be brought about by a disruption of, and challenge to, thinking engendered by an approach to management education that we term relational.

Agricultural labor involves exposure to many occupational hazards, some of which can lead to chronic health conditions. The purpose of this study was to conduct an occupational health needs assessment of illnesses and work-related injuries among a Latino migrant farmworker population (recruited to harvest Vidalia onions) in South Georgia. Study data included survey responses from 100 farmworkers attending mobile farm clinics in 2010 at their worker housing residences, supplemented by medical diagnoses data from the same clinics collected over 3 years (2009-2011) for 1161 farmworkers at six different farms. From the survey, the main health problems reported were hypertension (25%), eye problems (12%), musculoskeletal problems (11%), diabetes (10%), and depression (7%). In multivariate analyses, depression scores were associated with having a history of musculoskeletal problems (p = .002). According to the mobile farm clinic data, the most common medical diagnoses included back pain (11.8%), hypertension (11.4%), musculoskeletal problems (11.3%), gastrointestinal disorders (8.6%), eye problems (7.2%), dermatitis or rash (7.0%), and tinea or fungal skin infections (5.6%). The study identified eye and musculoskeletal problems as the major occupational health conditions for this population of farmworkers.

This article discusses the role of criticality in action learning and in Master's level management education; examines approaches to developing criticality through social constructionist approaches to learning and illustrates how a heightened consciousness of language use by managers can be used to develop critical reflection. Examines critical management pedagogy and critical reflection and their relationship to action learning. Discusses the nature of Master's level management education and the role of criticality in the pursuit of “scholarship”. Reviews social constructionist approaches to management learning and examines the use of critical management language in a Master's programme at a UK university. Shows how social constructionist approaches to management development can lead to critical reflection. This was a regional sample, requiring more geographical coverage. Provides information and ideas for management developers using action learning who wish to develop critical thinking. Gives a new and additional perspective on social constructionist approaches to learning.