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Cathy N. davidson'S the new education: how to revolutionize the university to prepare students for a world in flux challenges us to address nonacademics, and to update our teaching, by focusing on the big picture. She calls on us to rise above departmental politics and the tribalism of disciplinary debates. Instead of engaging in those familiar struggles, we should be talking with our neighbors and our elected representatives about the advantages of eliminating letter grades; the virtues of pedagogies that are learner-centered, collaborative, and project-based; the perils of specialization; the damage that departments do by stifling change; the promise of educational technology if divorced from the profit motive; the myth that STEM degrees lead directly to career success; and, of course, the need for public reinvestment in higher education. Each of these talking points draws energy from Davidson's contention that digital media have rendered industrial models of education obsolete.
Literary fiction is a powerful cultural tool for criticizing governments and for imagining how better governance and better states would work. Combining political theory with strong readings of a vast range of novels, John Marx shows that fiction over the long twentieth century has often envisioned good government not in Utopian but in pragmatic terms. Early-twentieth-century novels by Joseph Conrad, E. M. Forster and Rabindrananth Tagore helped forecast world government after European imperialism. Twenty-first-century novelists such as Monica Ali, Chimamanda Ngozi Adichie, Michael Ondaatje and Amitav Ghosh have inherited that legacy and continue to criticize existing policies in order to formulate best practices on a global scale. Marx shows how literature can make an important contribution to political and social sciences by creating a space to imagine and experiment with social organization.
Echocardiography is critical in the assessment of patients with hypoplastic left heart syndrome. Fundamental techniques and standardised approaches are useful when evaluating patients with hypoplastic left heart syndrome prenatally, after birth, and before the Norwood operation (Stage 1); after the Norwood operation, before and after the superior cavopulmonary anastomosis (Stage 2); before and after the Fontan operation (Stage 3); and for chronic surveillance after the Fontan operation. From foetal assessment to ongoing surveillance after the Fontan procedure, echocardiography remains the primary technique for cardiac monitoring in this growing population of children and adults.