Teaching and developing as a teacher in contradictory times

Teaching has become a more and more complex activity. Existing literature suggests, amongst other issues, fragmentation of teachers’ work, increasing accountability, bureaucracy and public scrutiny (Esteve, 2000; Estrela, 2001; Hargreaves, 2001). Over the last years, massive school reform initiatives to increase teaching standards and student attainment have been put into place in many countries setting more pressure on schools and teachers. However, if greater demands are placed upon schools and teachers to face the challenges of today’s society and the diversity of expectations of today’s students, in general, their working conditions and opportunities to learn and develop professionally have not been congruent with their needs. In the digital era, lack of resources and equipment, disparities in the access to education from the part of students and their families and different pathways and opportunities for (student) teachers to learn how to teach and to develop as professionals co-exist in various parts of the world. These scenarios present different kinds of challenges for teachers in different countries.National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) through CIEC (Research Centre on Child Studies, of the University of Minho) with the reference POCI-01-0145-FEDER-007562CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), PortugalStrategic Project UID/CED/00317/2013info:eu-repo/semantics/publishedVersio

Curriculum-making in school and college: The case of hospitality

Drawing upon research in the curriculum of Hospitality, this article explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum is school and college contexts. It identifies organisational culture and teacher and student backgrounds and dispositions as central to the emerging contrasts. It uses this evidence to argue that the evolution of credit frameworks which assume a rational curriculum is unhelpful in understanding the multiple plays of difference in learning and the enacted curriculu

Levels and equivalence in credit and qualifications frameworks: Contrasting the prescribed and enacted curriculum in school and college

Drawing on data from an empirical study of three matched subjects in upper secondary school and further education college in Scotland, this article explores some of the factors that result in differences emerging from the translation of the prescribed curriculum into the enacted curriculum. We argue that these differences raise important questions about equivalences which are being promoted through the development of credit and qualifications frameworks. The article suggests that the standardisation associated with the development of a rational credit and qualifications framework and an outcomes-based prescribed curriculum cannot be achieved precisely because of the multiplicity that emerges from the practices of translation

E. coli NfsA: an alternative nitroreductase for prodrug activation gene therapy in combination with CB1954

Prodrug activation gene therapy is a developing approach to cancer treatment, whereby prodrug-activating enzymes are expressed in tumour cells. After administration of a non-toxic prodrug, its conversion to cytotoxic metabolites directly kills tumour cells expressing the activating enzyme, whereas the local spread of activated metabolites can kill nearby cells lacking the enzyme (bystander cell killing). One promising combination that has entered clinical trials uses the nitroreductase NfsB from Escherichia coli to activate the prodrug, CB1954, to a potent bifunctional alkylating agent. NfsA, the major E. coli nitroreductase, has greater activity with nitrofuran antibiotics, but it has not been compared in the past with NfsB for the activation of CB1954. We show superior in vitro kinetics of CB1954 activation by NfsA using the NADPH cofactor, and show that the expression of NfsA in bacterial or human cells results in a 3.5- to 8-fold greater sensitivity to CB1954, relative to NfsB. Although NfsB reduces either the 2-NO2 or 4-NO2 positions of CB1954 in an equimolar ratio, we show that NfsA preferentially reduces the 2-NO2 group, which leads to a greater bystander effect with cells expressing NfsA than with NfsB. NfsA is also more effective than NfsB for cell sensitisation to nitrofurans and to a selection of alternative, dinitrobenzamide mustard (DNBM) prodrugs

Teacher resilience in adverse contexts: issues of professionalism and professional identity

Teacher resilience is a construct that is relative, developmental and dynamic; it is socially constructed and depends on personal and professional dispositions. Issues of commitment, professionalism, and professional identity, for instance, need to be taken into account if teacher resilience is to be fully understood. In this chapter I draw upon a larger piece of research aimed at investigating teachers’ work and lives in challenging circumstances. Data were collected through a national survey (n=2702 teachers), focus group (n=99 teachers) and interviews to 11 school principals. Findings suggest the connection between teacher commitment and resilience which are associated with issues of school culture and leadership, a sense of vocation, and teachers’ beliefs and professional values. Factors and sources of teacher motivation and resilience are also identified within a context marked by teacher intensification, lack of trust, worsening of teaching conditions, lower social and economic status and legislative “tsunami”. The chapter ends with the discussion of the importance of relationships in the teaching profession and issues of motivation and professionalism which entails given ways of being and feeling as a teacher.Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-00756

CYP2C19 pharmacogenetics in advanced cancer: compromised function independent of genotype

CYP2C19 is a drug-metabolising enzyme involved in the metabolism of a number of chemotherapeutic agents including cyclophosphamide. Variants of the CYP2C19 gene result in a loss of function polymorphism, which affects approximately 3% of the Caucasian population. These individuals are poor metabolisers (PM) of a wide range of medications including omeprazole (OMP). In healthy subjects PM can be identified through homozygous variant genotype. However, a discordance between CYP2C19 genotype and phenotype has been reported previously in a small study of cancer patients. To investigate whether CYP2C19 activity was decreased in patients with advanced cancer, CYP2C19 genotype was determined in 33 advanced cancer patients using PCR-RFLP analysis for the two important allelic variants (*2,681G>A and *3,636G>A) and the activity of the enzyme was evaluated using the CYP2C19 probe drug OMP. The activity of the drug-metabolising enzyme CYP2C19 was severely compromised in advanced cancer patients, resulting in a PM status in 37% of the patients who had normal genotype. This is significantly (P<0.0005) higher than that would be predicted from the genotypic status of these patients. There was no evidence of a correlation between compromised CYP2C19 activity and any of the proinflammatory cytokines or acute phase response proteins studied. However, there was preliminary evidence of an association between PM status and low body mass (P=0.03). There is increasing interest in using pharmacogenetics to ‘individualise medicine', however, the results of this study indicate that in a cancer population genotyping for CYP2C19 would significantly underestimate the number of phenotypic PM of drugs, such as cyclophosphamide, which may be metabolised by this enzyme

Global Discourses and national reconstruction: the impact of globalization on curriculum policy

Globalization has been widely discussed and much contested. It has been claimed that the process of globalization has impacted greatly on the capacity of the nation-state to formulate policy (e.g. Reich, 1992). Moreover, globalization has been accompanied by, or at least runs parallel to, a seemingly endless process of change within education. This process has assumed a worldwide character, as policies have migrated around the world; thus there have existed many similarities in terms of, for instance, curriculum provision, or school governance, between New Zealand, Australia, the United Kingdom and the USA. This article examines the nature and extent of education change in general terms, and the concept of globalization, before analysing the links between globalization and the process of change in one area of education, that is, the development of national frameworks for curriculum and assessment within anglophone nations

Teacher quality in the twenty first century: new lives, old truths

This chapter is based upon a keynote address to the first global teacher education summit, organised by Beijing Normal University in 2011, in which research across the world about influences which affect teachers' sense of professional identity, capacity for compassion, commitment, resilience and effectiveness long after they have graduated from their pre-service education and training programmes in universities and colleges were shared. The findings suggest that teaching pre-service students about how the conditions in which they work may enhance or diminish their capacity to teach to their best and how they might act to mediate these is a key part of the work of all teacher educators and an important focus for the work of educational researchers

Schools, teachers, and curriculum change: A balancing act?

Educational change is a fact of life for teachers across the world, as schools are subjected to constant and ubiquitous pressures to innovate. And, yet, many school practices remain remarkably persistent in the face of such innovation. This paradox of innovation without change is perplexing for policymakers and practitioners alike. This paper investigates the gap between policy and practice, between innovation and the changes in social practices that occur in response to such innovation. It draws upon empirical data from two case studies in Scotland &mdash; schools responding to new curriculum policy&mdash;exploring contrasting approaches to the management of innovation. One is a laissez faire approach, and the other a more directive managerial strategy. Through an analytical separation of culture, structure, and agency, derived from the social theory of Margaret Archer, the paper sheds light on the social processes that accompanied innovation in these two settings demonstrating how teacher culture and differing management styles impact upon externally initiated policy

Observation and confirmation of six strong-lensing systems in the Dark Energy Survey Science Verification data

We report the observation and confirmation of the first group- and cluster-scale strong gravitational lensing systems found in Dark Energy Survey data. Through visual inspection of data from the Science Verification season, we identified 53 candidate systems. We then obtained spectroscopic follow-up of 21 candidates using the Gemini Multi-object Spectrograph at the Gemini South telescope and the Inamori-Magellan Areal Camera and Spectrograph at the Magellan/Baade telescope. With this follow-up, we confirmed six candidates as gravitational lenses: three of the systems are newly discovered, and the remaining three were previously known. Of the 21 observed candidates, the remaining 15 either were not detected in spectroscopic observations, were observed and did not exhibit continuum emission (or spectral features), or were ruled out as lensing systems. The confirmed sample consists of one group-scale and five galaxy-cluster-scale lenses. The lensed sources range in redshift z ˜ 0.80--3.2 and in i-band surface brightness i SB ˜ 23--25 mag arcsec-2 (2" aperture). For each of the six systems, we estimate the Einstein radius theta E and the enclosed mass M enc, which have ranges theta E ˜ 5"--9" and M enc ˜ 8 × 1012 to 6 × 1013 M &sun;, respectively. This paper includes data gathered with the 6.5 m Magellan Telescopes located at Las Campanas Observatory, Chile