Fetal MRI : an essential step in interpreting complex ultrasound findings

Background: Fetal magnetic resonance imaging (MRI) allows for the interpretation of complex fetal anomalies detected on ultrasound (US). Locally it has been available since 2013 but has remained underused. Method: In this paper we report the US and MRI findings of all cases of fetal MRI that were taken to date locally and how MRI can contribute to the clarification of malformations, management, counseling, evaluation of prognosis and ruling out of other possible malformations. Results: The cases reported were: two cases of hydroureter; gastroschisis; ventriculomegaly; intracranial haemorrhage; splenic cyst; Arnold Chiari II malformation. In all seven cases MRI was able to add to or change the diagnosis. Conclusion: Fetal MRI acts as an adjunct to US in interpreting abnormal fetal development. It is a safe non-invasive method of imaging that allows the clinician to take more informed decisions and better parental counselling.peer-reviewe

Energy and presence: A journey from theatre lab to teacher training

This article narrates my journey through laboratory physical theatre, focusing on how actor presence emerges from physical training, imagination, intentionality and connection with the audience. It then argues for the significance of these elements in initial teacher training, exploring the concept of teacher presence and examining to create a more embodied and active engagement in the classroom, similar to the craft of an actor in performance. By integrating actor-training, I propose that presence is something developed through laboratory theatre training techniques. In my work with student teachers, I incorporate such techniques to work on their energetic presence, enabling them to create richer emotional connections with their students. Research indicates that strong teacher-student relationships significantly impact academic achievement, motivation, and engagement. These relationships flourish when teachers leverage their mental, physical, and emotional resources, suggesting that presence is not merely an innate quality but a skill that can be developed through specific actor-training exercises. Student logs of reflections on the drama module sessions will illustrate the transformative impact of this training on their confidence, teaching practices, and the relationships cultivated within the classroom. Ultimately, I posit that when educators engage their intellect, emotions, and creativity, they can create dynamic learning environments that resonate with authenticity and connection

A Politics of Care and Responsibility: Art and Education for Sustainable Development

This article evaluates an EU-funded research project called Visual art education in new times: Connecting Art with REal life issues (CARE), which studies the infusion of principles of Education for Sustainable Development in art education. It describes the central goals of this project and presents some findings related to a group of teachers’ participation in an online course related to the project and lessons they implemented subsequently. Informed by a relational framework that revolves around theories of care and responsibility, the article argues that art education can promote a commitment to action on issues of sustainability, extending our sense of care towards the broader environment, other species and ecosystems, and future generations. By developing lessons based on ‘big ideas’ like diversity, the public and conservation and change, teachers participating in CARE helped students understand connections between things, the importance of interpersonal relations and the value of collaborative learning for sustainability. Finally, CARE also embraced and promoted the idea that tertiary institutions can play a significant role in addressing real-life sustainability problems through teacher training

Arts- based social interventions : first results of the AMASS testbed

The research project ‘Acting on the Margins: Arts as Social Sculpture’ (AMASS) has involved partners in the development and implementation of various arts-based studies with different social groups. While planning for the AMASS testbed, the University of Malta opted to work on a different societal challenge for each experiment. The testbed covered areas as diverse as health, migration, urban development and gentrification, intellectual disability and challenges faced by the elderly. This variety allows for a broader reach and dissemination of results amongst different communities and stakeholders in the country. Reaching more communities potentially gives more publicity to the goals of socially engaged arts, hence helping to give social engagement a more strategic role in cultural discourse and policy on a national level.peer-reviewe

A politics of care and responsibility : art and education for sustainable development

This article evaluates an EU-funded research project called Visual art education in new times: Connecting Art with REal life issues (CARE), which studies the infusion of principles of Education for Sustainable Development in art education. It describes the central goals of this project and presents some findings related to a group of teachers’ participation in an online course related to the project and lessons they implemented subsequently. Informed by a relational framework that revolves around theories of care and responsibility, the article argues that art education can promote a commitment to action on issues of sustainability, extending our sense of care towards the broader environment, other species and ecosystems, and future generations. By developing lessons based on ‘big ideas’ like diversity, the public and conservation and change, teachers participating in CARE helped students understand connections between things, the importance of interpersonal relations and the value of collaborative learning for sustainability. Finally, CARE also embraced and promoted the idea that tertiary institutions can play a significant role in addressing real-life sustainability problems through teacher training.peer-reviewe

Prevalence of congenital heart defects in Europe, 2008-2015: A registry‐based study

Background: The total prevalence of congenital heart defects (CHDs) varies by populations and over time. Studies that examine trends in the prevalence of CHD in different regions may shed light on our understanding of the occurrence of CHD and the impact of different risk factors. Objectives: To examine trends in total and live birth prevalence of nonsyndromic CHD in Europe between the years 2008 and 2015 and to investigate if the decreasing trend reported by previous studies is continuing. Methods: Cases of CHD delivered between January 1, 2008 and December 31, 2015 notified to 25 population-based EUROCAT (European Surveillance of Congenital Anomalies) registries in 14 countries, formed the population-based case-series. Prevalence (total/live) rates and 95% confidence intervals were calculated as the number of cases per 10,000 births (live and stillbirths). Time trends in prevalence of all nonsyndromic CHDs and for three CHD severity groups (very severe, severe, and less severe) were plotted using a Poisson regression multilevel approach. Results: The total prevalence of nonsyndromic CHD was 57.1 per 10,000 births (live births and stillbirths) for the 8-year period and remained stable across the three CHD severity groups while the live birth prevalence was 60.2 per 10,000 births. There was considerable variation in the reported total CHD prevalence and the direction of trends by registry. A decreasing prevalence ofCHD was observed for the Norway and England/Wales registries, whereas the CHD prevalence increased for registries in Italy and Croatia. Conclusions: The total prevalence of CHD in Europe between the years 2008 and 2015 remained stable for all CHD and across the three CHD severity groups. The decreasing trend reported by previous studies has not continued. However, we found significant differences in the total and live birth prevalence by registry.info:eu-repo/semantics/publishedVersio