Who you’re gonna call? The development of university digital leaders

In our hyper-connected digitised educational world, university tutors are interested in capitalising on affordances of digital trends in teaching and learning. Students, under the alias of preservice- teachers, walk among them equipped with digital skills in areas of their interest. How can we encourage collaboration between tutors and students that can promote the use of the digital force wisely, support the development of students’ professional identities further and extend tutors’ digital competences? The story of nine tutors and eleven undergraduate pre-service-teachers working together on digital partnerships is set against discussions around digital leadership and citizenship. This case study aims to highlight how universities can respond to technology-driven change by engaging students further and support their awareness of digital citizenship. The overall results showed that the informal learning that students have capitalised outside the classroom can be used to scaffold their development of digital citizenship through offline community engagement. It demonstrates the advantage of using such opportunities as a means to encourage citizenship practices among university student communities and the positive impact that such synergies can have on all the participants

Students’ perceptions of their m-learning readiness

The following paper presents the results of a study aimed at achieving a better understanding of the psychological readiness for mobile learning (m-learning) among Saudi students, while also evaluating m-learning readiness as a whole in Saudi Arabia - a topic that has not yet received adequate attention from researchers. Data was acquired via a questionnaire administered to 131 Saudi students at UK universities, in July 2013. The study confirmed that students are confident about using mobile devices in their daily lives, and that they would welcome more opportunities for mobile learning. The findings also indicated that Saudi higher education students are very familiar with, and psychologically ready for, m-learning

Perceptions of teachers using social stories for children with autism at special schools in Saudi Arabia

Social StoriesTM have been found to be an effective intervention in supporting the improvement of social capabilities for children with autism. However, there are no studies that discuss the possible cultural implications in their implementation and classroom use. For instance, there has been little discussion on the cultural connotations presented by the selected images or topics. Furthermore, no studies have explicitly studied the implications of employing Social Stories in countries which have a distinctive character due to the influence of religion, such as Saudi Arabia. In other words, no studies have reviewed how a person in Saudi Arabia may perceive a commercially purchased Social Stories in contrast to a person in, say, the United Kingdom.This study focuses on investigating the adoption of Social Stories as an intervention to improve the social skills of children with autism in the Saudi Arabia context. The study explores the perceptions of fifteen teachers from two special schools in Riyadh who work with children with autism and employ Social Stories with their children. The teachers were interviewed using semi-structured interviews and their views of the various factors that affect the use of Social Stories in social skills interventions were explored. Findings from this study indicate that the teachers were aware of what constituted Social Stories (that is, the concept) and of where they could be obtained in Saudi Arabia. Furthermore, they recognised the different barriers and factors contributing to the effective use of Social Stories. Culture, in particular, was highlighted as a significant potential barrier to the use of Social Stories. For instance, the depiction of dress code or items which are not permissible according to the Islamic laws of Saudi Arabia in the imagery used in Social Stories. Opportunities for further research were also provided

The readiness of applying m-learning among Saudi Arabian students at higher education

This paper presents study investigating the extent to which Saudi students understand and are familiar with mobile learning. It investigates students’ use of handheld devices and considers the daily activities for which they could be used while also evaluating m-learning in Saudi Arabia - a topic that has not yet received adequate attention from researchers. Initial data was acquired through a questionnaire carried out among 131 Saudi students at UK universities in July 2013. The study confirmed that students’ are confident using mobile devices in their daily lives and that they would welcome more opportunities of mobile learning. The findings reinforce the fact that higher education policy makers in Saudi Arabia need to consider the possibility of creating mobile learning environments at academic institutions

Detention as punishment : can indefinite detention be Greece’s main policy tool to manage its irregular migrant population ?

The challenges that Europe faces with regard to controlling irregular migration and providing protection to people in need are complex. An effective policy for irregular migration control includes arrest and return (through voluntary, semi-voluntary or indeed forced return) and it may seem to be best served by regular detention of apprehended undocumented immigrants and asylum seekers whose case is pending. At the same time, if this policy is to be in line with international obligations and the European Charter of Fundamental Rights it must provide for adequate services and safeguards so that those apprehended are informed of their rights including the possibility to apply for asylum, and are not routinely detained

Single copy/knock-in models of ALS SOD1 in C. elegans suggest loss and gain of function have different contributions to cholinergic and glutamatergic neurodegeneration

Mutations in Cu/Zn superoxide dismutase 1 (SOD1) lead to Amyotrophic Lateral Sclerosis (ALS), a neurodegenerative disease that disproportionately affects glutamatergic and cholinergic motor neurons. Previous work with SOD1 overexpression models supports a role for SOD1 toxic gain of function in ALS pathogenesis. However, the impact of SOD1 loss of function in ALS cannot be directly examined in overexpression models. In addition, overexpression may obscure the contribution of SOD1 loss of function in the degeneration of different neuronal populations. Here, we report the first single-copy, ALS knock-in models in C. elegans generated by transposon- or CRISPR/Cas9- mediated genome editing of the endogenous sod-1 gene. Introduction of ALS patient amino acid changes A4V, H71Y, L84V, G85R or G93A into the C. elegans sod-1 gene yielded single-copy/knock-in ALS SOD1 models. These differ from previously reported overexpression models in multiple assays. In single-copy/knock-in models, we observed differential impact of sod-1 ALS alleles on glutamatergic and cholinergic neurodegeneration. A4V, H71Y, G85R, and G93A animals showed increased SOD1 protein accumulation and oxidative stress induced degeneration, consistent with a toxic gain of function in cholinergic motor neurons. By contrast, H71Y, L84V, and G85R lead to glutamatergic neuron degeneration due to sod-1 loss of function after oxidative stress. However, dopaminergic and serotonergic neuronal populations were spared in single-copy ALS models, suggesting a neuronal-subtype specificity previously not reported in invertebrate ALS SOD1 models. Combined, these results suggest that knock-in models may reproduce the neurotransmitter-type specificity of ALS and that both SOD1 loss and gain of toxic function differentially contribute to ALS pathogenesis in different neuronal populations.Peer reviewe

Developmental temperature has persistent, sexually dimorphic effects on zebrafish cardiac anatomy

Over the next century, climate change of anthropogenic origin is a major threat to global biodiversity. We show here that developmental temperature can have significant effects on zebrafish cardiac anatomy and swimming performance. Zebrafish embryos were subjected to three developmental temperature treatments (T-D = 24, 28 or 32 degrees C) up to metamorphosis and then all maintained under common conditions (28 degrees C) to adulthood. We found that developmental temperature affected cardiac anatomy of juveniles and adults even eight months after the different thermal treatments had been applied. The elevation of T-D induced a significant increase of the ventricle roundness in juvenile (10% increase) and male (22% increase), but not in female zebrafish. The aerobic exercise performance of adult zebrafish was significantly decreased as T-D elevated from 24 to 32 degrees C. Gene expression analysis that was performed at the end of the temperature treatments revealed significant up-regulation of nppa, myh7 and mybpc3 genes at the colder temperature. Our work provides the first evidence for a direct link between developmental temperature and cardiac form at later life-stages. Our results also add to the emerging rationale for understanding the potential effects of global warming on how fish will perform in their natural environment

Auditing technology uses within a global voluntary organisation

WAGGGS, the World Association of Girl Guides and Girl Scouts, is the umbrella organization for Member Organizations from 145 countries around the world. As such one of its remits is to provide programmes that promote leadership development and opportunities for girls and young women to advocate on issues they care about. One of the ways WAGGGS is exploring to do this more widely and efficiently is through the use of digital technologies. This paper presents the results of an audit undertaken of the technologies already used by potential participants in online communities and courses and investigates the challenges faced in using technology to facilitate learning, within this context