Solitary Reapers: Reading Cultural Interjections in a London School

This essay explores the problematic nature of an enforced monolingual culture promoted by the current Conservative-led UK government. It comments upon the paradoxical nature of the 2014 curriculum that promotes heritage texts and ‘proper’ English, when such poets embraced a Bakhtinian tolerance of languages. It focuses primarily upon the social relationships fostered with a Year 10 class by a new teacher within the English department in North London school. It questions the rejection of the Bullock Report and explores the importance of culture and linguistic interjections in pupils’ negotiation of meaning in and outside the classroom.     

Mind the gap: global quality norms,national policy interpretations and local praxis in Timor-Leste

Increasingly, the imperative for improving educational quality in schooling systems throughout the developing world is harnessed to a particular set of teaching and learning practices, such as child-centred, child-friendly or learner-centred pedagogy (LCP). Such was the case in Timor-Leste where, after independence, LCP was heavily promoted as a panacea for an education system that was perceived to be irrelevant, outmoded and of poor quality. While LCP was readily adopted into policy discourse, less support and attention were given to the substantive incorporation of LCP into teacher practice. When strategically borrowed in such a fashion, the paper suggests little promise remains for LCP to meaningfully improve student learning processes or outcomes in Timorese classrooms.     

Discursive construction of Pakistan's national identity through curriculum textbook discourses in a Pakistani school in Dubai,the United Arab Emirates

This study investigates Pakistan's secondary school children's constructions of their national identity in a Pakistani school in Dubai by drawing on data collected from students and teachers from the case school and analysing national curriculum textbooks used in the school. Informed by Foucault's concepts, the article problematises how the curriculum textbooks are employed as a technology of power for inculcating national consciousness in the students. The findings suggest that Pakistan's national curriculum textbooks deploy a specific version of Islam as a major technology, which then influences other national identity signifiers in the textbooks for shaping students' national identity. The school affords a crucial space for the complex interplay of these technologies, which construct students' ethnocentric national identities, encouraging social polarisation. This has implications for Pakistan's national social cohesion as well as the potential for subverting international peaceful coexistence and working relationships, particularly in the selected overseas study context.     

Quality assessment,decision‐making and institutional change

The paper studies the relation between different national cost‐sharing models and how students from different socio‐economic backgrounds finance their higher education in six different European countries: the Czech Republic, England, Germany, the Netherlands, Norway, and Spain. The findings reveal considerable differences both between the countries and also between different socio‐economic groups of students within each country. Even though there are only small social differences in the students’ level of income, there are considerable social differences in the students’ sources of income. The findings are discussed related to the country’s specific policy and higher education funding structures.     

Ten years of external quality audit in Australia: evaluating its effectiveness and success

External quality audits are now being used in universities across the world to improve quality assurance, accountability for quality education and transparency of public funding of higher education. Some countries such as Australia, New Zealand, United Kingdom, Sweden and Denmark have had external quality audits for more than a decade but there has been limited research as to their impact. This study analyses the extent to which external audits in Australia have improved quality assurance in universities over the past 10 years. The analysis is based on discussions with 40 participants in a workshop on the effectiveness of audits and the review of 60 external quality audit reports between 2001 and December 2010. The research found that while external audits have led to an improvement in systems and processes in Australian universities, they have not necessarily improved the student experience. This lack of impact on the student experience in Australia is similar to other countries, according to the literature review. This study is timely in its analysis on the effectiveness of the current improvement-led audits, as government in Australia is in the process of renewing quality assurance arrangements of higher education institutions with a focus on standards and outcomes.     

External quality assessment of RIA for thyroid related hormones

An external quality assessment was conducted for RIA of thyroid related hormones. Thirtyfive laboratories (35 for T₄, 34 for T₃ and 23 for TSH) from different parts of country participated in the programme. Twentyfour samples (16 pools: 5 simple and 11 manipulated pools) in 8 batches, 3 per batch per month were sent for analysis of T₄, T₃ and TSH. Some of the samples were repeated 3 times at different occasions to assess the imprecision of the laboratory. The overall mean percent CV obtained for T₄, T₃ and TSH were 22.7, 36.32 and 52.38 respectively. The recovery for added T₄ was 86.73% while that for T₃ was 117.4%. A large variation was obtained for recovery of TSH. For T₄ estimations, 13 laboratories had a desirable performance i. e. bias less than ±10.0% and variability of bias (VB) and imprecision (IP) less than 15.0%. None of the laboratories had a desirable performance for T₃ or TSH. The number of laboratories with acceptable performance i. e. bias between ±10.0–15.0%, VB and IP between 20.0–25.0% for T₄, T₃ and TSH were 4, 3 and 0 respectively. The number of laboratories which required attention (bias between ±15.0–20.0%; VB and IP between 20.0–25.0%) were 5,7 and 1 respectively. The unacceptable results with larger bias, VB and IP for T₄, T₃ and TSH were 6, 18 and 17 respectively. Our results are in general agreement that the performance of T₄ assay is better than T₃ and both in turn are much better than TSH. Quantitation of circulating thyroid hormones (TH) viz. tri-iodothyronine (T₃), thyroxine (T₄) and thyroid stimulating hormone (TSH), which form the largest percentage of hormones estimated in a clinical laboratory is mainly done by radio-immunoassay (RIA) procedures. The reliability and reproducibility of these assays are generally monitored by using internal quality control (IQC) samples in every assay batch. Thus, the IQC provides information whether the assay results are satisfactory and can be released. However, external quality assessment (EQA) is a procedure whereby an external agency undertakes evaluation of the quality of an analytical service by providing samples for analysis to individual laboratories performing the assay. The data gathered is analysed collectively. EQA therefore provides a means by which performance of a laboratory is assessed in relation to other laboratories and matching the assay unbiased by removing systematic error, if present. This is important since RIA procedure involves several steps (collection and storage of samples, quality of the reagents, procedure followed for performance of an assay, counting equipment used and the mode of the data analysis) and therefore prone to systematic errors. We therefore undertook the EQA programme for assessment of thyroid related hormones as a joint collaborative project of Bhabha Atomic Research Centre, India and International Atomic Energy Agency.     

Is the enhancement of student experience a strategic priority in Australian universities?

Universities in many countries are developing strategies to enhance the student experience. This focus has never been so important since the development of rankings and the use of student experience measures in institutional performance assessment. Australian government policies to link student experience measures to performance funding were a key driver to increase the prominence of the student voice between 2004 and 2008. This paper analyses the strategic plans of 33 Australian universities with the aim of outlining the extent to which the enhancement of student experience is embedded as one of their key priorities. This review comes at a time when universities in Australia and elsewhere are realigning their future strategies and directions to achieve government aspirations for tertiary education with the introduction of various policy instruments including the possibility of rewarding universities on the basis of student experience measures. The paper also provides a comparative analysis of government policies in Australia and the UK on the measurement and enhancement of the student experience.     

One versus two years: Does length of exposure to an enhanced preschool program impact the academic functioning of disadvantaged children in kindergarten?

Research on the effects of preschool dosage on children's early academic functioning has been limited despite the substantial policy implications of such work. The present study adds to a growing literature on this topic by examining how the number of years enrolled in an enhanced preschool program impacts the school readiness of primarily low-income children at kindergarten. Multi-level modeling was used to account for nesting of children within classrooms. To control for potential selection bias since children were not randomly assigned to receive one or two years of preschool, propensity score one-to-one matching was used to create the two participant groups. Receiving a second year of preschool led to significant improvements in children's early literacy and numeracy skills. Implications of these results for preschool interventions are discussed.     

Exploring factors impacting student engagement in open access courses

Studies on student engagement in learning have mainly focused on undergraduate degree courses. Limited attempts have been made to examine student engagement on open access enabling courses, which is targeted to underrepresented students in higher education. Students on open access enabling courses are at high risk due to a low academic achievement in high school, the gap between schooling, work and post-secondary education, and different kinds of personal and academic barriers. This paper reports on a pilot quantitative study using a survey method undertaken at an Australian university. The study examined a range of issues related to student engagement, including learning barriers, engagement and experience in learning, skills attained, motivation to complete study, career pathway, and key reasons for selecting a particular pathway. The study found that online students are less engaged in learning and, therefore, efforts need to be made to improve their sense of belonging to the university. The findings of the study are critical due to high attrition on open access enabling courses and it argues the need to improve the engagement, retention, and success of students on such courses.     

RETRACTED ARTICLE: Frequency of TP53 Mutations and its Impact on Drug Sensitivity in Acute Myeloid Leukemia?

The purpose of this study is to find out the frequency of TP53 mutations in acute myeloid leukemia (AML) patients and correlate sensitivity of drug response with TP53 mutations. In AML more than 90 % of cases comprise of wild type TP53. 94.2 % of TP53 mutations are found within exon 5–8 of which 73 % are point mutations. TP53 mutations were analysed with high resolution melting curve analysis. We analysed 106 AML samples of which we found nine mutations which represents 8.5 % mutation rate and found one rare SNP. The effect of TP53 mutations were studied on the chemosensitivity of two new drugs AZD115 and RHPS4, an Aurora Kinase B inhibitor and Telomerase inhibitor respectively. Four mutations were found out of 17 for RHPS4 stating significant (p = 0.002) increase in sensitivity and no mutation found in AZD1152 database, but need more study to get definite conclusion.