Feminist Pedagogies and Graduate Adult and Higher Education for Women Students: Matters of Connection and Possibility

This essay examines the disconnection between the homeplace and the university in graduate education for women students. It explores the ways that positional models of feminist pedagogies can be used to develop more inclusive and transformative forms of graduate education

A Critical Approach to Developing Culturally Relevant Leadership Curricula for Muslim Students

The secular and materialistic values imported to Muslim countries through globalisation and the uncritical application of Western models and theories are changing societies from being Muslim towards a materialistic and secular one where economic value is the most critical factor that drives people’s behaviour and decisions. The real challenge for Muslim countries, then, is to develop and implement higher education curricula that reflect Islamic and cultural values while incorporating global knowledge developed by Western and other scholars. This chapter aims to achieve this balance by proposing a theoretical model that can be used for developing culturally relevant and critically reflective leadership curricula. The model is derived from Habermas’ account of critical theory and offers a critical and holistic approach to leadership teaching. It adopts an intercultural and interdisciplinary approach to learning and aims to start a dialogue between Western and indigenous sources of knowledge. The model also proposes the content and teaching practices recommended by leadership scholars and leadership development literature internationally to provide students with a balanced and pluralistic learning experience that addresses both the spiritual and the intellectual aspects of knowledge

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Purification and Scale-Up of a Recombinant Heavy Chain Fragment C of Botulinum Neurotoxin Serotype E in \u3ci\u3ePichia Pastoris\u3c/i\u3e GS115

A recombinant C-terminus heavy chain fragment from botulinum neurotoxin serotype E (BoNT/E) is proposed as a vaccine against the serotype E neurotoxin. This fragment, rBoNTE(Hc), was produced intracellular in Pichia pastoris GS115 by a three-step fermentation process, i.e., glycerol batch phase and a glycerol fed-batch phase to achieve high cell densities, followed by a methanol fed-batch induction phase. The rBoNTE(Hc) protein was purified from the soluble fraction of cell lysates using three ion-exchange chromatography steps (SP Sepharose Fast Flow, Q Sepharose Fast Flow, Sp Sepharose High Performance) and polished with a hydrophobic charge induction chromatography step (MEP HyperCel). Method development at the bench scale was achieved using 7– 380 mL columns and the process was performed at the pilot scale using 0.5–3.1 L columns in preparation for technology transfer to cGMP manufacturing. The purification process resulted in greater than 98% pure rBoNTE(Hc) based on HPLC and yielded up to 1.01 g of rBoNTE(Hc)/kg cells at the bench scale and 580mg vaccine/kg cells at the pilot scale. N-terminal sequencing showed that the purified rBoNTE(Hc) N-terminus is intact and was found to protect mice against a challenge of 1000 mouse intraperitoneal LD50’s of BoNT/E

Purification and scale-up of a recombinant heavy chain fragment C of botulinum neurotoxin serotype E in Pichia pastoris GS115

A recombinant C-terminus heavy chain fragment from botulinum neurotoxin serotype E (BoNT/E) is proposed as a vaccine against the serotype E neurotoxin. This fragment, rBoNTE(Hc), was produced intracellular in Pichia pastoris GS115 by a three-step fermentation process, i.e., glycerol batch phase and a glycerol fed-batch phase to achieve high cell densities, followed by a methanol fed-batch induction phase. The rBoNTE(Hc) protein was purified from the soluble fraction of cell lysates using three ion-exchange chromatography steps (SP Sepharose Fast Flow, Q Sepharose Fast Flow, Sp Sepharose High Performance) and polished with a hydrophobic charge induction chromatography step (MEP HyperCel). Method development at the bench scale was achieved using 7– 380 mL columns and the process was performed at the pilot scale using 0.5–3.1 L columns in preparation for technology transfer to cGMP manufacturing. The purification process resulted in greater than 98% pure rBoNTE(Hc) based on HPLC and yielded up to 1.01 g of rBoNTE(Hc)/kg cells at the bench scale and 580 mg vaccine/kg cells at the pilot scale. N-terminal sequencing showed that the purified rBoNTE(Hc) N-terminus is intact and was found to protect mice against a challenge of 1000 mouse intraperitoneal LD50’s of BoNT/E

Learners in transition: the use of ePortfolios for women returners to science, engineering and technology

In 2002 the UK Government produced a report highlighting the problems faced by women returning to employment in science, engineering and technology (SET) after a career break. In response to this report, a national strategy was developed, with funding from the UK's Department of Trade and Industry and the European Social Fund 'Equal' Programme, to address the issues highlighted by the report. One of the key parts of the strategy was the creation of a short (100 hours), online course by the Open University (UK) aimed at supporting and empowering women who were returning to employment in SET after a break. An ePortfolio forms an integral part of the course experience. This paper reports the experiences of the first group of 100 women who participated in this course. A range of data sources have been used to analyse the responses of participants to the course including questionnaires, emailed 'critical incident' narratives, discussion board postings and telephone interviews. This paper draws on that evaluation research to discuss the perceptions that women scientists, engineers and technologists had about the usefulness of personal/professional development planning (PDP) and an ePortfolio in helping them re-enter employment, and their intentions to use it in future. Some of these findings can be generalised to other groups (either employed or not) who might benefit from a similar approach, i.e. developing an ePortfolio through a set of structured and guided e-learning activitie