International study visits and the promotion of intercultural capabilities: an exploratory study

Internationalisation is high on the agenda of Higher Education in the UK, with the promotion of the students’ intercultural capabilities seen as key for their future careers and lives as global citizens. Within this agenda international study visits are considered beneficial for student teachers, giving those with limited exposure to cultural diversity an opportunity to learn first-hand about education in other countries. Taking a postmodern approach and using Facet Methodology, the research investigated the extent to which the pattern of study visits in a School of Education in a University in the South West of England was conducive to promoting the intercultural capabilities of the participants. Drawing on perspectives from Bourdieu and postcolonial theory, analysis of the University policies on Internationalisation and Teaching and Learning revealed a variety of positions towards international study visits and interviews with Associate Deans of a Faculty explored how far these were being manifested for the different professional disciplines of Education, Health and Social Care. The perspectives, views and attitudes of the student and tutor participants on a range of study visits were then captured through focus groups, interviews and writing frames. The study found that neither the students nor the tutors showed an awareness of the nature and importance of intercultural capabilities and therefore the approaches to study visits were patchy in developing them. It suggests that though such visits can be beneficial in promoting such capabilities in the participants, they will only do so consistently if there is in place a transformational pedagogy, informed by postcolonial theory, and implemented by knowledgeable tutors. This approach would include a planned programme of pre-trip, in-trip and post-trip activities encouraging reflection upon experiences, whether positive or disturbing, based upon an explicit contract with students to engage in intercultural learning as a central aspect of the visit

Inclusive Scholarship: Developing Black Studies in the United States

Brings together four reports commissioned between 1982 and 2000 that examine the history of African American Studies, its impact, and its institutionalization. Reviews Ford's grantmaking to African American Studies programs from 1982 to 2007

Fenntartható fejlődésre nevelés nemzetközi együttműködési keretben = Education for sustainable development through international partnerships

A fordításban Valerie Huggins és John Siraj - Blatchford (2014) a Plymouth-i Egyetem kutatói által írt, a fenntartható fejlődésre nevelésre vonatkozó tanulmánya jelenik meg. A tanulmány a fenntartható fejlődésre nevelést nemzetközi együttműködési keretekben jeleníti meg. Megfogalmazódnak a globális gondolkodásról és lokális cselekvésről eszme alapgondolatai, a fenntartható fejlődést szolgáló oktatásról szóló elképzelések és a kulturális cseréről és a tapasztalatok megosztásáról szóló alapelemek, melyek mindenki javát szolgálná

From student to graduate: Four learners’ perspectives of the professional doctorate journey

This paper presents a consideration of the experiences and perspectives of four female academics who are the first graduates of a new Professional Doctorate programme at a university in the South West of England. The authors position themselves simultaneously as researchers and research participants, engaging in collaborative autoethnography to reflect critically on their experiences. Key issues are identified, including the need to navigate some significant shifts in identity throughout the doctorate, and how the course structure and peer relationships supported each of the authors to reach their end goal – the successful completion of their studies. The paper concludes with a discussion of the potential implications of the authors’ experiences for leaders of professional doctorates. These include student/lecturer contracts and actively facilitating opportunities for students to establish relationships for peer support

Selective Urokinase-Type Plasminogen Activator Inhibitors. 4. 1-(7-sulfonamidoisoquinolinyl)guanidines.

1-isoquinolinylguanidines were previously disclosed as potent and selective inhibitors of urokinase-type plasminogen activator (uPA). Further investigation of this template has revealed that incorporation of a 7-sulfonamide group furnishes a new series of potent and highly selective uPA inhibitors. Potency and selectivity can be achieved with sulfonamides derived from a variety of amines and is further enhanced by the incorporation of sulfonamides derived from amino acids. The binding mode of these 1-isoquinolinylguanidines has been investigated by X-ray cocrystallization studies. uPA inhibitor 26 was selected for further evaluation based on its excellent enzyme potency (Ki 10 nM) and selectivity profile (4000-fold versus tPA and 2700-fold versus plasmin). In vitro, compound 26 is able to inhibit exogenous uPA in human chronic wound fluid (IC50=0.89 microM). In vivo, in a porcine acute excisional wound model, following topical delivery, compound 26 is able to penetrate into pig wounds and inhibit exogenous uPA activity with no adverse effect on wound healing parameters. On the basis of this profile, compound 26 (UK-371,804) was selected as a candidate for further preclinical evaluation for the treatment of chronic dermal ulcers

Between a “ROC” and a School Place: The Role of Racial Opportunity Cost

Despite numerous reform efforts, schools have not achieved equitable academic outcomes for all students. To better identify where schools have failed, research has sought to understand the complex role the school environment plays in mediating academic success, particularly for students of color. In this article, we forward the concept of racial opportunity cost and then use it as a lens to encapsulate the price academically successful students of color pay in their pursuit of school success. Through individual and focus group interviews, 18 African American and Latina/o students revealed nuances of the costs their academic achievement brought in the racialized, White-normed spaces that often permeated their school cultures. The purpose of this article is to provide theoretical support for the racial opportunity cost concept using existing interdisciplinary scholarship and to describe the racial opportunity costs that emerged from our analysis of student interviews