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Thousands of regions in gametes have opposing methylation profiles that are largely resolved during the post-fertilization epigenetic reprogramming. However some specific sequences associated with imprinted loci survive this demethylation process. Here we present the data describing the fate of germline-derived methylation in humans. With the exception of a few known paternally methylated germline differentially methylated regions (DMRs) associated with known imprinted domains, we demonstrate that sperm-derived methylation is reprogrammed by the blastocyst stage of development. In contrast a large number of oocyte-derived methylation differences survive to the blastocyst stage and uniquely persist as transiently methylated DMRs only in the placenta. Furthermore, we demonstrate that this phenomenon is exclusive to primates, since no placenta-specific maternal methylation was observed in mouse. Utilizing single cell RNA-seq datasets from human preimplantation embryos we show that following embryonic genome activation the maternally methylated transient DMRs can orchestrate imprinted expression. However despite showing widespread imprinted expression of genes in placenta, allele-specific transcriptional profiling revealed that not all placenta-specific DMRs coordinate imprinted expression and that this maternal methylation may be absent in a minority of samples, suggestive of polymorphic imprinted methylation. ; [Author Summary] Differences in gamete DNA methylation is subject to genome-wide reprogramming during preimplantation development to establish an embryo with an epigenetic state compatible with totipotency. DNA sequences associated with imprinted differentially methylated regions (DMRs) are largely protected from this process, retaining their parent-of-origin epigenetic marks. By comparing the methylation profiles of human oocytes, sperm, blastocysts and various somatic tissues including placenta, we observe hundreds of CpG island sequences that maintain methylation on their maternal allele in blastocysts and placenta indicative of incomplete reprogramming. In some cases this maternal methylation influence transcription of nearby genes, revealing transient imprinting in embryos after genome-activation and in placenta. Strikingly, these placenta-specific DMRs are polymorphic between placenta samples with a minority of samples being robustly unmethylated on both alleles. ; This work was supported by Spanish Ministerio de Educación y Competitividad (MINECO) (BFU2014-53093 to DM) co-funded with the European Union Regional Development Fund (FEDER). AMS is a recipient of a FPI PhD studentship from MINECO. TMB is supported by ICREA, EMBO YIP 2013, MINECO BFU2014-55090-P (FEDER), BFU2015-7116-ERC and BFU2015-6215-ERCU01 MH106874 grant, Fundacio Zoo Barcelona and Secretaria d'Universitats i Recerca del Departament d'Economia i Coneixement de la Generalitat de Catalunya. ; Peer reviewed

AbstractThis paper develops a hypothesis that the "normal" mode of operation for many organisations today is beyond their safe design capacity. Evidence for this has emerged from a number of studies carried out to promote systemic practice in local health communities in the U.K. This work has identified mismatches between how managers claim their organisations work and the observed behaviour, which can only be explained by surfacing informal coping policies, many with unintended consequences for patient care and costs. There are important messages in the paper for Health and Social Care management, the meaning of data and for modelling, and the paper contains reflections from senior management involved in the studies. The key message of the paper is that affordable and sustainable downstream capacity additions in patient pathways can be identified, which both alleviate upstream problems and eliminate the need for excessive coping policies. Copyright © 2007 John Wiley & Sons, Ltd.

This article calls attention to the responsibility of universities to transform, through partnership, the community in which they are embedded. The authors suggest that, to find solutions to the various community challenges and achieve the UN Sustainable Development Goals (SDGs), universities need to engage in partnerships of knowledge co-creation with the community in ways that value local knowledge and experience. The article elaborates on the efforts of Gulu University Centre for Community Based Participatory Research and Lifelong Learning, located in Northern Uganda, to show the potential of co-constructing knowledge for community transformation. The centre is part of the Knowledge for Change (K4C) global consortium, which is a growing network for community-based research. The authors share three research stories of community-based research that reflect distinct challenges faced in Northern Uganda and effective community-engaged solutions. Through an exploration of the Acholi ontology and epistemology of interconnection, the authors demonstrate that local communities have the knowledge and experience to define and address local problems.

This article calls attention to the responsibility of universities to transform, through partnership, the community in which they are embedded. The authors suggest that, to find solutions to the various community challenges and achieve the UN Sustainable Development Goals (SDGs), universities need to engage in partnerships of knowledge co-creation with the community in ways that value local knowledge and experience. The article elaborates on the efforts of Gulu University Centre for Community Based Participatory Research and Lifelong Learning, located in Northern Uganda, to show the potential of co-constructing knowledge for community transformation. The centre is part of the Knowledge for Change (K4C) global consortium, which is a growing network for community-based research. The authors share three research stories of community-based research that reflect distinct challenges faced in Northern Uganda and effective community-engaged solutions. Through an exploration of the Acholi ontology and epistemology of interconnection, the authors demonstrate that local communities have the knowledge and experience to define and address local problems.

AbstractThis paper draws on empirical evidence from a 3‐year research project in Northern Uganda examining the educational experiences of refugees with disabilities. The authors present the compounded and interrelated challenges children with disabilities and their families face as they navigate their educational experiences and seek out opportunities to live well. The authors seek to make a contribution towards improving educational experiences by first highlighting compounding challenges faced by refugee children living with disabilities and their families and related policy gaps that have ramifications for refugee children's access to education in particular, and second by expanding discourse about refugee children with disabilities agency in relation to these liminal gaps and the impact the gaps have for accessing education. The authors use Powell and McGrath's (in Skills for human development: Transforming vocational education and training, Routledge, 2019; Handbook of vocational education and training, Springer, 2019) concept of critical capabilities and relationality, to expand Klocker's (in Global perspectives on rural childhood and youth: Young rural lives, Routledge, 2007) notions of thick and thin agency and to interrogate refugee children living with disabilities' agency in relation to education opportunities and rights.

Multi-Agency Public Protection Arrangements (MAPPA) are now one of the central features of government policy in the UK for managing the risk presented by violent and sexual offenders. Although there has been research and debate concerning the use of MAPPA with adult offenders, their application to young people has received relatively little attention until now. Multi-Agency Public Protection Arrangements & Youth Justice extends the existing literature on public protection. It provides a detailed exploration of MAPPA policy and practice in order to prompt further debate about the implications of the risk paradigm for young people and youth justice practitioners. In the book, key academics, practitioners and policy makers consider a range of theoretical and practical issues raised by the introduction of MAPPA including risk and children's rights, the use of professional discretion by practitioners, alternative approaches to risk management and suggestions for future policy development. It will be of interest to both professionals and academics working with young offenders and in youth justice

The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a "hidden hand". Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals' and communities' views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.

The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a "hidden hand". Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals' and communities' views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.