Exploring students' experiences of technical and vocational learning in University Technical Colleges during the pandemic

University Technical Colleges (UTCs) are newly established (since 2010–11) technical and vocational secondary schools in England, catering for young people aged 14–19. The schools focus strongly on delivering vocational, alongside Science, Technology, Engineering and Mathematics (STEM)-focused academic, qualifications. The colleges have been introduced as a new means of improving technical and vocational education and training—a sector which in England has faced problems of low quality and low esteem—and in a wider international context of STEM-trained worker shortages. University Technical Colleges have been advertised as offering state-of-the-art vocational learning, involving access for students to the latest equipment and technologies in key industrial sectors, alongside extensive project-based learning in partnership with employers. However, how have UTC students fared in these respects since the beginning of the coronavirus pandemic and associated lockdowns in 2020? In this paper we report on results from a survey of 252 students across two UTCs in England, exploring the technical and vocational learning experiences of these students during the exceptional 2019–20 academic year. Findings from the survey reveal lost learning and training opportunities during the pandemic, particularly where courses with practical elements relied on specific equipment and facilities that became inaccessible during lockdown. The survey also highlights disruptions to apprenticeship arrangements, work experience plans and other engagement with employers. Students in some instances have been effectively forced to stay on in education owing to reduced apprenticeship and employment opportunities for school-leavers. We find evidence of students adapting their aspirations and career goals to the new economic circumstances.     

Delineation of the Structural Elements of Oriental Liver Fluke PLA2 Isoforms for Potent Drug Designing

Clonorchis sinensis or the Chinese liver fluke is one of the most prevalent parasites affecting a major population in the oriental countries. The parasite lacks lipid generating mechanisms but is exposed to fatty acid rich bile in the liver. A secretory phospholipase A₂, an enzyme that breaks down complex lipids, is important for the growth of the parasite. The enzyme is also implicated in the pathogenesis leading up to the hepatic fibrosis and its complications including cancer. The five isoforms of this particular enzyme from the parasite therefore qualify as potential drug targets. In this study, a detailed structural and ligand binding analysis of the isoforms has been done by modeling. The overall three dimensional structures of the isoforms are well conserved with three helices and a β-wing stabilized by four disulfide bonds. There are characteristic differences at the calcium binding loop, hydrophobic channel and the C-terminal domain that can potentially be exploited for drug binding. But the most significant feature pertains to the catalytic site where the isoforms exhibit three variations of either a histidine-aspartate-tyrosine or histidine-glutamate-tyrosine or histidine-aspartate-phenylalanine. Molecular docking studies show that isoform specific residues and their conformations in the substrate binding hydrophobic channel make unique interactions with certain inhibitor molecules resulting in a perfect tight fit. The proposed ligand molecules have a predicted affinity in micro-molar to nano-molar range. Interestingly, few of the ligand binding interaction patterns is in accordance to the phylogenetic studies to thereby establish the usefulness of evolutionary mechanisms in aiding ligand design. The molecular diversity of the parasitic PLA₂ described in this study provides a platform for personalized medicine in the therapeutics of clonorchiasis.

Electronic supplementary material

The online version of this article (doi:10.1007/s12291-013-0377-1) contains supplementary material, which is available to authorized users.     

Organic Acidurias: An Updated Review

Organic acidurias are an important class of inherited metabolic disorders arising due to defect in intermediary metabolic pathways of carbohydrate, amino acids and fatty acid oxidation. This review summarizes the current knowledge about the important organic acidurias in the Indian population. Specifically, diagnosis and principles of treatment of organic acidurias are covered. The salient features of common organic acidurias as well as their prevalence in various parts of the world are reviewed in some detail.     

Diagnosis of Major Organic Acidurias in Children: Two Years Experience at a Tertiary Care Centre

Organic acid disorders are inherited metabolic disorders in which organic acids accumulate in tissues and biological fluids of affected individuals. Classical organic acidurias include methylmalonic aciduria, propionic aciduria, isovaleric aciduria and maple syrup urine disease (MSUD). They are considered the most frequent metabolic disorders among severely ill children. Patients frequently present with acute symptoms early in life. 420 cases clinically suspected to have organic aciduria, with upper age limit of 12 years for a 2-year period (January 2007–December 2008) were enrolled into this study. Metabolic acidosis and neurological symptoms were the most common signs. Screening tests and thin layer chromatography were done for detection of organic acidurias. Identification and quantitation of organic acids in urine and quantification of amino acids in blood were done by high performance liquid chromatography. Out of 420 patients, 45 patients (10.7%) were found to have organic acidurias. 15 cases of methylmalonic aciduria, 16 cases of propionic aciduria, 13 cases of MSUD, and one case of isovaleric aciduria were diagnosed. Results demonstrate the importance of testing for organic acidurias. Since organic aciduria may cause irreversible brain damage if not treated, we recommend selective screening amongst severely ill children despite implied extra costs.     

Visual‐perceptual difficulties and the impact on children's learning: are teachers missing the page?

This article attempts to bring to the fore of educational practice the importance of considering the visual‐perceptual condition of Meares–Irlen syndrome (MIS) when identifying students who have prolonged reading difficulties. Dyslexia is a frequently used term which can be used to label children who have specific difficulties with reading and/or spelling but this article discusses the problems that this may cause students who have a reading difficulty caused by a visual processing difficulty, as the working definitions of dyslexia do not, generally, consider this aspect as a factor, especially when remediation interventions are put forward. This article discusses the possibility that teachers and school psychologists may not be fully aware of MIS and therefore not able to recognise it. Moreover, if this condition is not adequately picked up at the important transition times in school then this could harm the student's self‐esteem and affect his or her motivation to succeed in school. The authors argue that the irony of MIS being potentially undetected by teachers and other school professionals is that it is relatively straightforward to identify, and in many cases, to correct.