Measuring New Zealand students' international capabilities: an exploratory study

Executive summary: This exploratory study considers the feasibility of measuring New Zealand senior secondary (Years 12/13) students’ \u27international capabilities\u27. Building on background work undertaken by the Ministry’s International Division, the methodology had three components. An analysis of New Zealand and international literature pertinent to assessment of international capabilities was undertaken. Small-group workshops were conducted with 13 secondary school staff, 21 senior secondary students, and 10 adults with relevant expertise and perspectives about expression of international capabilities in post-school life. The third component was a visit to the Australian Council for Educational Research (ACER) to discuss similar assessment challenges in their work. What are international capabilities and why measure them? Broadly speaking, international capabilities can be described as the knowledge, skills, attitudes, and values that enable people to live, work, and learn across international and intercultural contexts. These capabilities, or aspects of them, are described by a range of terms in the literature, including international knowledge and skills, global competence, global/international citizenship, global/international mindedness, and intercultural competence. The Ministry’s background work suggests international capabilities can be seen as “the international and intercultural facet of the key competencies”. Focusing on development of New Zealand students’ international capabilities could, among other things: help make more explicit what the key competencies look like when they’re applied in intercultural or international situations provide a way to open a conversation with schools about internationalisation of education support New Zealand schools to better understand, analyse, and talk about the intercultural/internationalising learning activities they already do  open conversations about cultural diversity in New Zealand schools and communities and the opportunities this can provide for intercultural learning  create an opportunity for schools to revisit parts of The New Zealand Curriculum (Ministry of Education, 2007) vision, including the notion of students being “international citizens”  encourage schools to connect with businesses and the wider community to develop learning opportunities that help students to develop innovation and entrepreneurial capabilities and connect these capabilities with intercultural and international contexts. Measuring New Zealand students’ international capabilities could help us to better understand how the schooling system helps to “increase New Zealanders’ knowledge and skills to operate effectively across cultures.” It could feed into ongoing developments within educational policy and practice to better align curriculum, assessment, and pedagogy with the high-level goals of The New Zealand Curriculum. Looking further into the future, knowledge about how our schools support the development of students’ international capabilities could assist with longer-term redesign of educational policy, curriculum, assessment, and qualifications to keep pace as demands and pressures on learning and schooling continue to change through the 21st century

Principles for a future-oriented education system

A research project commissioned by the Ministry of Education recently presented NZCER researchers with an opportunity to consider how educational research could contribute to the development of a more future-oriented learning system. Our goal was to synthesise ideas from the “21 st century learning” literature with current knowledge about practice issues and future possibilities for innovation in New Zealand education in order to distil a set of themes or principles which a wide audience of educational stakeholders might be able to engage with. While this approach and the themes we have developed are open to critique, we hope this synthesis might provide a platform for educators, researchers, policymakers, and other stakeholders in education to engage in ongoing discussion about how to develop “next practice” and achieve system change

Curriculum implementation exploratory studies: Final report

Throughout the history of schooling in New Zealand the national curriculum has been revised at fairly regular intervals. Consequently, schools are periodically faced with having to accommodate to new curriculum. In between major changes other specifically-focused changes may arise; for example, the increased recent emphasis upon numeracy and literacy

Persistent short nighttime sleep duration is associated with a greater post-COVID risk in fully mRNA-vaccinated individuals

Short nighttime sleep duration impairs the immune response to virus vaccination, and long nighttime sleep duration is associated with poor health status. Thus, we hypothesized that short (9 h) nighttime sleepers have a higher post-COVID risk than normal nighttime sleepers, despite two doses of mRNA vaccine (which has previously been linked to lower odds of long-lasting COVID-19 symptoms). Post-COVID was defined as experiencing at least one core COVID-19 symptom for at least three months (e.g., shortness of breath). Multivariate logistic regression adjusting for age, sex, BMI, and other factors showed in 9717 respondents (age span 18–99) that two mRNA vaccinations lowered the risk of suffering from post-COVID by about 21% (p < 0.001). When restricting the analysis to double-vaccinated respondents (n = 5918), short and long sleepers exhibited a greater post-COVID risk than normal sleepers (adjusted OR [95%-CI], 1.56 [1.29, 1.88] and 1.87 [1.32, 2.66], respectively). Among respondents with persistent sleep duration patterns during the pandemic compared to before the pandemic, short but not long sleep duration was significantly associated with the post-COVID risk (adjusted OR [95%-CI], 1.59 [1.24, 2.03] and 1.18 [0.70, 1.97], respectively). No significant association between sleep duration and post-COVID symptoms was observed in those reporting positive SARS-CoV-2 test results (n = 538). Our findings suggest that two mRNA vaccinations against SARS-CoV-2 are associated with a lower post-COVID risk. However, this protection may be less pronounced among those sleeping less than 6 h per night. Our findings warrant replication in cohorts with individuals with confirmed SARS-CoV-2 infection.info:eu-repo/semantics/publishedVersio

Persistent short nighttime sleep duration is associated with a greater post-COVID risk in fully mRNA-vaccinated individuals

Peer reviewe

The XC chemokine receptor 1 is a conserved selective marker of mammalian cells homologous to mouse CD8α+ dendritic cells

Human BDCA3+ dendritic cells (DCs) were suggested to be homologous to mouse CD8α+ DCs. We demonstrate that human BDCA3+ DCs are more efficient than their BDCA1+ counterparts or plasmacytoid DCs (pDCs) in cross-presenting antigen and activating CD8+ T cells, which is similar to mouse CD8α+ DCs as compared with CD11b+ DCs or pDCs, although with more moderate differences between human DC subsets. Yet, no specific marker was known to be shared between homologous DC subsets across species. We found that XC chemokine receptor 1 (XCR1) is specifically expressed and active in mouse CD8α+, human BDCA3+, and sheep CD26+ DCs and is conserved across species. The mRNA encoding the XCR1 ligand chemokine (C motif) ligand 1 (XCL1) is selectively expressed in natural killer (NK) and CD8+ T lymphocytes at steady-state and is enhanced upon activation. Moreover, the Xcl1 mRNA is selectively expressed at high levels in central memory compared with naive CD8+ T lymphocytes. Finally, XCR1−/− mice have decreased early CD8+ T cell responses to Listeria monocytogenes infection, which is associated with higher bacterial loads early in infection. Therefore, XCR1 constitutes the first conserved specific marker for cell subsets homologous to mouse CD8α+ DCs in higher vertebrates and promotes their ability to activate early CD8+ T cell defenses against an intracellular pathogenic bacteria

Effective DNA/RNA Co-Extraction for Analysis of MicroRNAs, mRNAs, and Genomic DNA from Formalin-Fixed Paraffin-Embedded Specimens

Background: Retrospective studies of archived human specimens, with known clinical follow-up, are used to identify predictive and prognostic molecular markers of disease. Due to biochemical differences, however, formalin-fixed paraffinembedded (FFPE) DNA and RNA have generally been extracted separately from either different tissue sections or from the same section by dividing the digested tissue. The former limits accurate correlation whilst the latter is impractical when utilizing rare or limited archived specimens. Principal Findings: For effective recovery of genomic DNA and total RNA from a single FFPE specimen, without splitting the proteinase-K digested tissue solution, we optimized a co-extraction method by using TRIzol and purifying DNA from the lower aqueous and RNA from the upper organic phases. Using a series of seven different archived specimens, we evaluated the total amounts of genomic DNA and total RNA recovered by our TRIzol-based co-extraction method and compared our results with those from two commercial kits, the Qiagen AllPrep DNA/RNA FFPE kit, for co-extraction, and the Ambion RecoverAll TM Total Nucleic Acid Isolation kit, for separate extraction of FFPE-DNA and-RNA. Then, to accurately assess the quality of DNA and RNA co-extracted from a single FFPE specimen, we used qRT-PCR, gene expression profiling and methylation assays to analyze microRNAs, mRNAs, and genomic DNA recovered from matched fresh and FFPE MCF10A cells. These experiments show that the TRIzol-based co-extraction method provides larger amounts of FFPE-DNA and –RNA tha

The Cerebral Microvasculature in Schizophrenia: A Laser Capture Microdissection Study

BACKGROUND: Previous studies of brain and peripheral tissues in schizophrenia patients have indicated impaired energy supply to the brain. A number of studies have also demonstrated dysfunction of the microvasculature in schizophrenia patients. Together these findings are consistent with a hypothesis of blood-brain barrier dysfunction in schizophrenia. In this study, we have investigated the cerebral vascular endothelium of schizophrenia patients at the level of transcriptomics. METHODOLOGY/PRINCIPAL FINDINGS: We used laser capture microdissection to isolate both microvascular endothelial cells and neurons from post mortem brain tissue from schizophrenia patients and healthy controls. RNA was isolated from these cell populations, amplified, and analysed using two independent microarray platforms, Affymetrix HG133plus2.0 GeneChips and CodeLink Whole Human Genome arrays. In the first instance, we used the dataset to compare the neuronal and endothelial data, in order to demonstrate that the predicted differences between cell types could be detected using this methodology. We then compared neuronal and endothelial data separately between schizophrenic subjects and controls. Analysis of the endothelial samples showed differences in gene expression between schizophrenics and controls which were reproducible in a second microarray platform. Functional profiling revealed that these changes were primarily found in genes relating to inflammatory processes. CONCLUSIONS/SIGNIFICANCE: This study provides preliminary evidence of molecular alterations of the cerebral microvasculature in schizophrenia patients, suggestive of a hypo-inflammatory state in this tissue type. Further investigation of the blood-brain barrier in schizophrenia is warranted

Environmental Education: A Place in the Curriculum?

This article examines the place of environmental education/education for sustainable development (EE/ESD) in the school curriculum. Despite international calls for EE/ESD to form the pillar of a re-oriented approach to school curriculum, teaching, and learning, in most schools the principles of EE/ESD are poorly understood, and it occupies a marginal place in curriculum and teaching practice. This article considers the “place” of EE/ESD in the New Zealand curriculum, and the potential to align EE/ESD with a “place-based” education (PBE) approach in New Zealand schools. Current directions from the New Zealand Curriculum Project may create new possibilities for this to occur