55 research outputs found
HERG Seminar: The Impact of COVID-19 on Higher Education: a review of emerging evidence
No full textThis Higher Education Research Group webinar presented the results of the analytical report ‘The impact of COVID-19 on higher education: a review of emerging evidence’, published by the European Commission’s Network of Experts of the Social Dimension of Education and Training. The authors of the report are Thomas Farnell, Ana Skledar Matijević, Ninoslav Šćukanec Schmidt from the Institute for the Development of Education (Croatia).The analytical report provides a synthesis of the emerging evidence on what impact COVID-19 has on three aspects of higher education in Europe:teaching and learning;the social dimension (i.e. the effect on underrepresented, vulnerable and disadvantaged learners);and student mobility.Drawing upon 14 surveys carried out by university networks, student organisations and researchers, as well as over 50 journal articles, reports and publications, the report synthesises the emerging evidence and presents recommendations on actions to be taken at the policy level and by higher education institutions themselves.Thomas Farnell works as a higher education policy expert at the Institute for the Development of Education (IDE). He is a member of the Network of Experts on the Social Dimension of Education and Training (NESET) and is the lead author of the NESET report. He is currently participating in the UNESCO International Institute for Higher Education expert team on the impact of COVID-19 on higher education.</p
Use of lenvatinib in the treatment of radioiodine-refractory differentiated thyroid cancer: a multidisciplinary perspective for daily practice
No full textBackground: Most thyroid cancers of follicular origin have a favorable outcome. Only a small percentage of patients will develop metastatic disease, some of which will become radioiodine refractory (RAI-R). Important challenges to ensure the best therapeutic outcomes include proper, timely, and appropriate diagnosis; decisions on local, systemic treatments; management of side effects of therapies; and a good relationship between the specialist, patients, and caregivers.
Methods: With the aim of providing suggestions that can be useful in ev eryday practice, a multidisciplinary group of experts organized the following document, based on their shared clinical experience with patients with RAI-R differentiat ed thyroid cancer (DTC) undergoing treatment with lenvatinib. The main areas covered are patient selection, initiation of therapy, follow-up, and management of adverse events.
Conclusions: It is essential to provide guidance for the management of RAI-R DTC patients with systemic therapies, and especially lenvatinib, since compliance and adherence to treatment are fundamental to achieve the best outcomes. Whil e the therapeutic landscape in RAI-R DTC is evolving, with new targeted therapies, immunotherapy, etc., lenvatinib is expected to remain a first-line treatment and mainstay of therapy for several years in the vast majority of patients and settings. The guidance herein covers baseline work-up and initiation of systemic therapy, relevance of symptoms, multidisciplinary assessment, and patient education. Practical information based on expert experience is also given for the starting dose of lenvatinib, follow-up and monitoring, as well as the management of adverse events and discontinuation and reinitiating of therapy. The importance of patient engagement is also stressed
Measurements of Low Frequency Small-signal Transistor Parameters and their Relation to Theory.
No full textThe purpose intended by the author in this work is an investigation of the adequacy of the first-order theory of junction transistor action to predict within an acceptable degree of accuracy the behaviour with operating conditions of the various parameters of the junction transistor equivalent circuit. A large amount of work has already been done in this direction, but the object of the majority of the experimenters was to arrive at a suitable set of design equations. [...
Jealous Men but Evil Women: The Double Standard in Cases of Domestic Homicide
No full textIn 1989, Sarah Thornton killed her abusive husband with a knife, after years of abuse and threats to her daughter. She was convicted of murder and sentenced to life imprisonment. Also in 1989, Kiranjit Ahluwalia soaked her husband’s bedclothes with petrol and set them alight. He died from burns 10 days later, and she was subsequently convicted of murder and sentenced to life in prison.
In 1991, Joseph McGrail kicked his alcoholic common-law wife to death whilst she lay unconscious. He walked free from court, the judge telling him that “this lady would have tried the patience of a saint”. In 1992, Les Humes told a court that he “saw a red mist” after his wife admitted loving someone else. He fatally stabbed her whilst their teenage children struggled with him. He was convicted of manslaughter due to provocation and was imprisoned for 7 years.
Double standards in judicial processes are notorious. Chivalric justice is the case in which women are given lighter sentences for similar offences to men. This does not apply in the case of domestic homicide, where women are seen as evil and calculating when killing a spouse, men are seen as provoked beyond reason. Women who kill husbands do so with weapons that they need to acquire, men do it with their hands or weapons that are immediately available. So it is seems the defence of crime passionnel is reserved for men; women, it is implied, premeditate the murder of abusive husbands, and are justifiably punished. This paper explores the double standard in uxoricide vs. mariticide, and why it appears that killing a wife is justified and killing a husband is evi
People in pressure cookers: enactment of literacy identities of struggling first grade readers across reading contexts in a high stakes testing culture
No full textAssessing and teaching early literacy in the wake of the Response to Intervention (RtI) model’s tiered instruction and the trend toward greater accountability for schools has lead to the reduction of literacy to mere skills based instruction for many students. At the same time, increased pressure has been applied to teachers and administrators to improve assessment scores. This has led to the labeling of students by schools and the channeling of so called “at risk” students into narrow skills based interventions. This dissertation centers on student enactment of literacy identities in contrast to institutional identities imposed on students under the RtI model. In framing this study, the national and local contexts that created pressure around literacy assessment and instruction are considered. However, most of the data for this study centers around three first grade students as they enacted their literacy identities across several instructional contexts. By observing students as they enacted their identities this study demonstrates the need to challenge narrow skills based assessments which impart identities on to students and funnels them into instruction focused on the aforementioned narrow skills. Further, this project examines the agency of teachers and administrators in the local context as they at times resisted and at times embraced the ideology embedded in RtI. Ultimately, this study advocates for the acceptance of a space to consider students’ literacies and identities from a sociocultural perspective that goes beyond the confines of deficit views and allows student to draw on the literacies they bring to school to build bridges to other literacies.Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2019-12-01The student, Brett Brown, accepted the attached license on 2017-11-19 at 21:15.The student, Brett Brown, submitted this Dissertation for approval on 2017-11-19 at 21:46.This Dissertation was approved for publication on 2017-11-20 at 13:39.DSpace SAF Submission Ingestion Package generated from Vireo submission #11743 on 2018-03-13 at 10:33:17Made available in DSpace on 2018-03-13T17:29:12Z (GMT). No. of bitstreams: 2
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A Critical Examination of Film Archiving and Curatorial Practices in Aotearoa New Zealand Through the Life and Work of Jonathan Dennis
No full textThe purpose of this thesis is to demonstrate how the founding director of the New Zealand Film Archive, Jonathan Dennis (1953-2002), became a conduit for tension and debate during the 1981-2002 period in relation to both the indigenous and non-indigenous presentation of film archival materials. His work resulted in a film archive and curatorship practice which differed significantly from that of the North American and European archives he originally sought to emulate. As a Pākehā (non-Māori/indigenous New Zealander) with a strong sense of social justice, he argued for an awareness of geographical location and cultural context in his work. He supported a philosophical shift in archival practice by engaging indigenous peoples in developing creative and innovative exhibitions and programmes from the 1980s until his death. Dennis was part of a conversation about the contested ground of the archive, the biography and the nation during his lifetime of work, presenting constructions of national identity in artistic productions as well as archival presentations.
This thesis is a cultural history which uses qualitative methods and an underlying critical methodology to analyse the existing oral histories of Jonathan Dennis. New interviews were gathered by the author, as well as other primary and secondary texts, to consider the narrative of a life and work in relation to film archiving. Concepts relating to this topic include the “archive” itself via Michel Foucault and Linda Tuhiwai Smith, creativity in relation to the archive, and biculturalism as it was understood in a particular period in the work of Merata Mita, Barry Barclay, Linda Tuhiwai Smith, and Paul Tapsell. Also finally, the institutional dynamic inherent in cultural spaces as theorised by Pierre Bourdieu is explored.
Broadly, the thesis asks the question: “How might film archivists respond to social and political movements?” By maintaining a metacritical awareness of an array of methodologies in relation to the concepts specified above, the thesis seeks to draw strength from the intersection of these philosophers and practitioners to consider the tensions and debates predominant during the 1981-2002 period in Aotearoa New Zealand. This analysis is achieved via the life and work of Jonathan Dennis. Ultimately this thesis considers how an archive can respond to the materials within and the movements outside its walls with a commitment to the peoples who in turn respond to and engage with its contents.
It is important to note that this is not an examination of The New Zealand Film Archive itself over the 1981-2002 period as Dennis was only Director of that institution for the first decade. Once he left the Film Archive in 1990 he continued to work with archival material beyond the walls of that institution. The thesis follows his journey, leaving the post 1990 history of the NZFA to another study by a different scholar
Inter-agency Cooperation and New Approaches to Employability
No full textThis article examines the role of inter-agency cooperation, which is one form of ‘partnership’, in new approaches to employability in the UK. The article articulates a ‘model for effective partnership working’ on employability. This model is applied first in a general review of employability policy and then to discuss case study research on the recent ‘Pathways to Work’ and ‘Working Neighbourhoods’ pilots. It is argued that successful partnerships need a clear strategic focus based on a necessity for inter-agency cooperation and institutional arrangements that allow for shared ownership, trust and mutualism, and flexibility in resource-sharing. While some of these factors are apparent in UK employability services, an over-reliance on contractualism and centralized organizational structures may undermine partnership-based approaches. Many of the success factors associated with effective partnership working appeared to be in place, even though the role of the Public Employment Service was fundamentally different in each case (as a key actor in implementing the first pilot, but largely withdrawing from the implementation role in the second). The article concludes by outlining the relevance of this model and the case study findings to discussions of the future development of employability policies and related partnership working
Reinscribing and reimagining linguistic and social hierarchies in a prison-based language and literacy program
No full textUtilizing the theoretical frameworks of translanguaging, raciolinguistic ideologies, and global designs, this dissertation investigates the teaching of language and literacy in a peer-taught, prison-based, English as a second language (ESL) program, Language Partners (LP) which is situated in a men’s medium security prison in Illinois. Following historical trends in the U.S. in which language and literacy education has been mobilized as a response to social and economic crises, education is increasingly being positioned as a means for addressing the issue of mass incarceration in the U.S. This study examines the language ideologies and discourses which shaped the teaching of English in LP and interrogates how the associated practices and policies either contributed to rearticulating or breaking down social and linguistic hierarchies similar to those found in educational and public spaces outside of the prison.
This qualitative study was informed by principles of Participatory Action Research (PAR) and Critical Ethnography (CE). Throughout this study, the LP teachers, who were incarcerated men, and I collaborated as co-researchers as we sought to better understand what informed the practices and policies that we utilized in the teaching of English in LP and what was being accomplished through our program. As co-researchers, the LP teachers contributed to each phase of the research: design, implementation, analysis, and actions based on our findings.
Similar to discourses found in educational spaces outside of position, rationales for teaching English in LP, a program which primarily served undocumented Mexican immigrants, communicated the ideas that learning English would provide the incarcerated students with more opportunities and access to educational and employment opportunities both while incarcerated and post-incarceration. Classroom observations and the collection of artifacts utilized in the classroom or to describe the program revealed that teaching English was based predominantly on monoglossic language ideologies which positioned language as a reified and bounded object which could be dissected into discrete linguistic units and taught outside of a particular social context. These monoglossic language ideologies, in conjunction with other factors, such as the influence of outside volunteers and teaching materials that were available to the LP teachers, contributed to a curricularized approach to English language and literacy instruction which shaped both linguistic and social hierarchies amongst members of LP, further contributing to the marginalization of the LP students and teachers. However, participatory action research (PAR) provided an opportunity for the teachers and I to critically examine our approach to teaching, creating the possibility to reimagine English teaching in our program and to critically consider our roles in relation to teaching and conducting research in a prison context.
This study emphasizes the necessity to approach the teaching of language and literacy with adult populations as a social act, moving away from curricularized understandings of language teaching. Additionally, following other critical scholars, this research contributes to calls to question what is meant by transformative and liberatory education in spaces which continue to forward normative expectations of language and literacy. In relation to participatory action research, this study demonstrates the potential of PAR to challenge normative and restrictive understandings of research and knowledge production while also drawing attention to the importance of maintaining a critical focus and continually addressing power and hierarchies throughout the research process.Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2022-05-01The student, Jim Sosnowski, accepted the attached license on 2020-03-16 at 21:13.The student, Jim Sosnowski, submitted this Dissertation for approval on 2020-03-16 at 21:27.This Dissertation was approved for publication on 2020-03-17 at 09:52.DSpace SAF Submission Ingestion Package generated from Vireo submission #14905 on 2020-08-25 at 17:27:00Made available in DSpace on 2020-08-26T23:51:24Z (GMT). No. of bitstreams: 3
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Across The Great Divide
No full textFree Libre Open Source Software (FLOSS) is licensed to allow users the freedom to copy, reuse, study and develop the software. As a term which efficiently encompasses both ‘free software’ and ‘open-source’ models, FLOSS may offer music practitioners and researchers the opportunity to develop and use such software without becoming mired in a particular stance. In this article, parallels between FLOSS and experimental music are explored, with a view to highlighting their compatibility. Through reflection on the recent composition, recording and distribution of three text scores, this article examines how the application of a FLOSS framework may assist with such work in an academic setting and how FLOSS tools might be utilized in such settings in the future as they become more prevalent, more reliable and more stable
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