Ceci n’est pas un argument appropré (this is not a proper argument)

This provocation poses questions of various sizes ‘inspired’ by some of the written publications that have theorised the concept of Practice as Research and drawing on lessons learnt from supervising PhD’s (with and without PaR). It consists of ‘musing’ rather than a proper argument and makes reference to feminism. Some readers might find both of these things very irritating. Throughout the course of its musing, questions asked include: ‘Is it acceptable to start a sentence with ‘And’ in academic writing?; ‘What does and does not have the status of ‘theory’? And who does and does not have the status of a theorist? and ‘What is a proper argument?’ No answers are provided and no conclusions drawn

Performing Transnational Feminist Solidarity?:The Vagina Monologues and One Billion Rising

Established by Eve Ensler in 1998 and centred around benefit performances of her play The Vagina Monologues (1996), V-Day has been highly successful in raising awareness and funds in support of organisations and initiatives concerned with violence against women and girls worldwide. Meanwhile, feminist scholars from diverse (inter) disciplines have long argued that the representation of women in Ensler’s play is inherently reductionist and exclusive, and as V-Day’s global reach increased, this argument has often been made from the perspective of transnational feminist theory. In 2013, V-Day launched a parallel campaign “One Billion Rising” (OBR) which might be understood as an attempt to address this criticism. Drawing on social media and based on dance-based, flash- mob performances, OBR13 attracted high numbers of participants in over 200 countries but some activists still characterized it as embodying the “white saviour complex”. Taking account of this body of criticism of V-Day, this article considers the two campaigns together so as to question whether, rather than Chandra Talpede Mohanty’s transnational feminist ideal of “a non-colonizing feminist solidarity across borders” both One Billion Rising and The Vagina Monologues project might be said to represent the globalization of Ensler’s particular brand of feminism as a mode of cultural imperialism. At the same time, acknowledging that Mohanty’s critique is actually aimed at “Western” feminist theorizing, this essay also examines the status and impact of V-Day campaigns as situated and embodied practices in ways that raise questions about the colonizing effects of applying feminist theories across borders; national and disciplinary

Learning from and Engaging with Assessment and Feedback (LEAF): Growing Practice

The LEAF (Learning from and Engaging with Assessment and Feedback) project addressed a key issue in third-level teaching and learning: assessment and feedback. The LEAF team comprised 18 academics from across the TU Dublin City Campus and representatives from all Colleges, along with the Director of Student Affairs and the Students’ Union Education Officer. This paper presents the findings of the LEAF project. Assessment strategies have been shown to have a large impact on shaping student learning process strategies which feedforward into key employability skills. Learning from best practice, surveys from staff and students and analysis of the quality documents, the project developed a set of recommendations to enhance practices in assessment and feedback. Many challenges were identified over the course of this project in relation to the timeliness, amount and quality of feedback, assessment load, burden on staff and students, student expectations, monologue versus dialogue approach to feedback, inconsistency across programmes and poor integration of assessment and feedback into the academic quality framework. Key drivers identified throughout the project that are necessary to enhance assessment and feedback strategies include adequate resourcing, alignment of assessment with graduate attributes, inclusion of the student voice and more widespread use of technology

Informed consent and assent guide for paediatric clinical trials in Europe

Objective Clinical trial sponsors spend considerable resources preparing informed consent (IC) and assent documentation for multinational paediatric clinical trial applications in Europe due to the limited and dispersed patient populations, the variation of national legal and ethical requirements, and the lack of detailed guidance. The aim of this study was to design new easy-to-use guide publicly available on European Medicines Agency's, Enpr-EMA website for all stakeholders. Methods Current EU legal, ethical and regulatory guidance for paediatric clinical trials were collated, analysed and divided into 30 subject elements in two tables. The European Network of Young Person's Advisory Group reviewed the data and provided specific comments. A three-level recommendation using 'traffic light' symbols was designed for four age groups of children, according to relevance and the requirements. Results A single guide document includes two tables: (1) general information and (2) trial-specific information. In the age group of 6-9 years old, 92% of the trial-specific subject elements can be or should be included in the IC discussion. Even in the youngest possible age group (2-5 years old children), the number of elements considered was, on average, 52%. Conclusion The EU Clinical Trial Regulation (2014) does not contain specific requirements exclusively for paediatric clinical trials. This work is the first to extensively collate all the current legal, regulatory and ethical documentation on the IC process, together with input from adolescents. This guide may increase the ethical standards in paediatric clinical trials. Young people and researchers gathered together to synthesise and rate the advice from all the EU systems they could find about paediatric clinical trials to create a simpler, patient-led, framework for information to aid meaningful trial consent discussions.Peer reviewe

Katie Mitchell: feminist director as pedagogue

An Actor Prepares relates the reciprocal dialogue between teacher–director and actor to offer a pedagogical enquiry that moves beyond methodology to focus on the learning exchange. In the first decades of the twentieth century teacher–directors, predominantly male, were responsible for developing theatrical pedagogies. In the twenty-first century, it is rare to focus on the director as pedagogue or attend to the complex learning exchange between director and actor. Furthermore, curriculums continue to be dominated by predominantly male lineages. Yet a focus on pedagogical approaches allows us to look behind methodologies, what an actor does, to consider how an actor learns. What might a gendered consideration of rehearsal practices reveal about the particular features of acting pedagogy? How do feminist interventions reconsider aspects of Stanislavski’s approach? I turn to the developed pedagogy of Katie Mitchell to examine her work as a form of écriture féminine which creates a post-Stanislavski schooling for actors. Applying a methodology for observing pedagogic practice in the rehearsal room that has been developed over four years of research I consider her approach, drawing upon two extended interviews, observations across four rehearsal processes and interviews with the actors involved. I reflect on her process through a gendered lens as an evolved form of method of physical action, which I re-orientate as a method of feminist action. The particular features of this pedagogy map Mitchell’s contribution to developing twenty-first century actor training from a feminist position

LEAF (Learning from and Engaging with Assessment and Feedback) Final project report

The LEAF (Learning from and Engaging with Assessment and Feedback) project was funded under the Teaching Fellowship in TU Dublin, city campus for 18 months beginning in January 2018. The project team comprised 18 academics from across the TU Dublin - City Campus and there are representatives from all colleges. Also included were two further members who represented the student voice: the Director of Student Affairs and the Students’ Union Education Officer. This project sought to address a key issue in third level Teaching and Learning, that of assessment and assessment feedback. Assessment strategies have been shown to have a large impact on shaping how students learn and how they develop key employability skills. Learning from best practice nationally and internationally, and research from staff, students and quality documents, this project has developed a set of recommendations which will enhance practices in, and experiences of, assessments and feedback in TU Dublin

Safety and immunogenicity of an FP9-vectored candidate tuberculosis vaccine (FP85A), alone and with candidate vaccine MVA85A in BCG-vaccinated healthy adults: a phase I clinical trial.

The safety and immunogenicity of a new candidate tuberculosis (TB) vaccine, FP85A was evaluated alone and in heterologous prime-boost regimes with another candidate TB vaccine, MVA85A. This was an open label, non-controlled, non-randomized Phase I clinical trial. Healthy previously BCG-vaccinated adult subjects were enrolled sequentially into three groups and vaccinated with FP85A alone, or both FP85A and MVA85A, with a four week interval between vaccinations. Passive and active data on adverse events were collected. Immunogenicity was evaluated by Enzyme Linked Immunospot (ELISpot), flow cytometry and Enzyme Linked Immunosorbent assay (ELISA). Most adverse events were mild and there were no vaccine-related serious adverse events. FP85A vaccination did not enhance antigen 85A-specific cellular immunity. When MVA85A vaccination was preceded by FP85A vaccination, cellular immune responses were lower compared with when MVA85A vaccination was the first immunisation. MVA85A vaccination, but not FP85A vaccination, induced anti-MVA IgG antibodies. Both MVA85A and FP85A vaccinations induced anti-FP9 IgG antibodies. In conclusion, FP85A vaccination was well tolerated but did not induce antigen-specific cellular immune responses. We hypothesize that FP85A induced anti-FP9 IgG antibodies with cross-reactivity for MVA85A, which may have mediated inhibition of the immune response to subsequent MVA85A. ClinicalTrials.gov identification number: NCT00653770

The Restyled Federal Rules of Evidence

A lightly edited transcript of the Symposium held at the William & Mary School of Law on October 28, 2011