Markets in education: 'School choice' and family capital.

The provision of social services in Australia has changed dramatically in recent decades. Governments have expanded social provision without expanding the public sector by directly subsidising private provision, by contracting private agencies, both non-profit and for-profit, to deliver services, and through a number of other subsidies and vouchers. Private actors receive public funds to deliver social services to citizens, raising a range of important questions about financial and democratic accountability: 'who benefits', 'who suffers' and 'who decides'. This book explores these developments through rich case studies of a diverse set of social policy domains. The case studies demonstrate a range of effects of marketisation, including the impact on the experience of consumer engagement with social service systems, on the distribution of social advantage and disadvantage, and on the democratic steering of social policy

Academic blogging in the “accelerated academy”: How to build a personal, professional and public community.

As a dynamic space, a group blog can be particularly suited to the rapidly changing context of researcher development. Claire Aitchison, Susan Carter and Cally Guerin share their experiences developing a doctoral support blog, a global space for personal and professional development and for building community. Individuals and their institutions stand to benefit from blogging, they argue, but if it were to be mainstreamed, would the practice be able to retain the unique elements that account for its success

Blogging as community of practice: lessons for academic development?

As practices and expectations around doctoral writing continue to change, so too do the demands on academic developers and learning advisors. Social media is increasingly playing a role in doctoral education, just as it is in higher education more generally. This paper explores a blog initiated in 2012 to inform and support doctoral writing; since its inception, it has grown to include diverse and overlapping communities of academic developers, language and literacy specialists, supervisors, and students with shared interests in doctoral writing. This case study reflects on our experiences of entering the online environment through the lens of connectivist learning, noting the practices and communities that have been established, and the blog’s positioning in relation to our formal roles within universities. We consider how blogging relates to our work as academic developers. Details of our experiences, with our analysis and reflection of them, can inform other academic developers seeking to engage in social media networks as part of their working lives

Cytoreductive Nephrectomy in the Tyrosine Kinase Inhibitor Era: A Question That May Never Be Answered.

Despite great interest, two randomised controlled trials (RCTs) of cytoreductive nephrectomy in the tyrosine kinase inhibitor setting in metastatic renal cell carcinoma have either closed early (SURTIME) or are recruiting very slowly (CARMENA) after 7 yr. Challenges in RCT delivery in uro-oncologic surgery are many. Multiple steps are needed to ensure strong recruitment to trials addressing important urologic cancer questions. Feasibility/pilot studies are key stepping stones towards successful delivery of surgical RCTs.CARMENA is sponsored by Assistance Publique-Hôpitaux de Paris (APHP). CARMENA-UK was funded by Cancer Research UK and administered by the CRUK Clinical Trials Unit, The Beatson West of Scotland Cancer Centre, Glasgow. SURTIME was sponsored by the European Organisation for Research and Treatment of Cancer (EORTC)

Fc Effector Function Contributes to the Activity of Human Anti-CTLA-4 Antibodies.

With the use of a mouse model expressing human Fc-gamma receptors (FcγRs), we demonstrated that antibodies with isotypes equivalent to ipilimumab and tremelimumab mediate intra-tumoral regulatory T (Treg) cell depletion in vivo, increasing the CD8+ to Treg cell ratio and promoting tumor rejection. Antibodies with improved FcγR binding profiles drove superior anti-tumor responses and survival. In patients with advanced melanoma, response to ipilimumab was associated with the CD16a-V158F high affinity polymorphism. Such activity only appeared relevant in the context of inflamed tumors, explaining the modest response rates observed in the clinical setting. Our data suggest that the activity of anti-CTLA-4 in inflamed tumors may be improved through enhancement of FcγR binding, whereas poorly infiltrated tumors will likely require combination approaches

Fludarabine, cytarabine, granulocyte colony-stimulating factor, and idarubicin with gemtuzumab ozogamicin improves event-free survival in younger patients with newly diagnosed aml and overall survival in patients with npm1 and flt3 mutations

Purpose To determine the optimal induction chemotherapy regimen for younger adults with newly diagnosed AML without known adverse risk cytogenetics. Patients and Methods One thousand thirty-three patients were randomly assigned to intensified (fludarabine, cytarabine, granulocyte colony-stimulating factor, and idarubicin [FLAG-Ida]) or standard (daunorubicin and Ara-C [DA]) induction chemotherapy, with one or two doses of gemtuzumab ozogamicin (GO). The primary end point was overall survival (OS). Results There was no difference in remission rate after two courses between FLAG-Ida + GO and DA + GO (complete remission [CR] + CR with incomplete hematologic recovery 93% v 91%) or in day 60 mortality (4.3% v 4.6%). There was no difference in OS (66% v 63%; P = .41); however, the risk of relapse was lower with FLAG-Ida + GO (24% v 41%; P < .001) and 3-year event-free survival was higher (57% v 45%; P < .001). In patients with an NPM1 mutation (30%), 3-year OS was significantly higher with FLAG-Ida + GO (82% v 64%; P = .005). NPM1 measurable residual disease (MRD) clearance was also greater, with 88% versus 77% becoming MRD-negative in peripheral blood after cycle 2 (P = .02). Three-year OS was also higher in patients with a FLT3 mutation (64% v 54%; P = .047). Fewer transplants were performed in patients receiving FLAG-Ida + GO (238 v 278; P = .02). There was no difference in outcome according to the number of GO doses, although NPM1 MRD clearance was higher with two doses in the DA arm. Patients with core binding factor AML treated with DA and one dose of GO had a 3-year OS of 96% with no survival benefit from FLAG-Ida + GO. Conclusion Overall, FLAG-Ida + GO significantly reduced relapse without improving OS. However, exploratory analyses show that patients with NPM1 and FLT3 mutations had substantial improvements in OS. By contrast, in patients with core binding factor AML, outcomes were excellent with DA + GO with no FLAG-Ida benefit

Building online degrees quickly: Academic experiences and institutional benefits

Universities everywhere are rushing to upgrade their digital learning capabilities — and, more so now, in response to COVID-19. Long term, large-scale development of online courses requires investment in digital infrastructures and collaborative curriculum design involving educational, technical, and subject-matter experts. However, compared to the resources invested in course development, there is relatively little investment in researching such development processes. Drawing on findings from a study of a strategic initiative to rapidly develop 12 fully online undergraduate degree programs in one Australian university, this paper reports on a study that aimed to capture the experiences of academic course writers. Findings show broad satisfaction with the production processes, courses created, and knowledge acquired - although also demonstrating key differences between senior, junior and casualised staff. This empirical case study contributes to knowledge about capacity building arising from large-scale, in-house development of fully online degree programs

Writing groups for doctoral education

There is a burgeoning interest in how best to support and facilitate the development of writing and writing output of research students. One pedagogy is the use of writing groups for and beyond the period of the doctorate; however, there is relatively little empirical research that helps explain how the pedagogies of research writing groups actually work. This article draws on academic literacy, and writing research and practices to explore what is learned, and how learning occurs through participation in research writing groups. This pedagogical analysis is developed by reference to a retrospective evaluative study of research writing groups in one large metropolitan university. Through self-reporting by members, and as demonstrated in practice, scholarly writing was learned in complex and timely ways; one particular feature was through the construction, articulation and critique of peers' texts

Learning from multiple voices : feedback and authority in doctoral writing groups

Feedback has long been recognized as a powerful tool for learning to write, and expert peer review is an established feature of research scholarship. These two practices come together in writing groups in ways that are not well understood. What happens when novice researchers in writing groups receive feedback from multiple sources? How do they interpret, prioritize and respond to different critiques given by their peers? And how do they position peer feedback vis-a-vis that from writing group facilitato rs, supervisors and external readers? These questions are especially weighty for doctoral scholars learning to prepare research texts, such as the examinable dissertation and related publications, for the gaze of the examiner and for scholarly reviewers who will be making judgements about the quality of their research and their contribution to knowledge