Presentation of Cultural Information in a Series of English Textbooks

Although several studies have been conducted on the analysis of the cultural information in the English textbooks in Thailand, none of them focused on the presentation of the types of culture and their presentation in the four skills of language learning. With the use of the framework based on Lee’s (2009) and Common European Framework of Reference for Languages (2001), the cultural information in the textbooks was analyzed in terms of Big “C’ and Small ”c” Culture. The findings revealed that Big “C” Culture were slightly more prominent than Small “c” Culture and both were presented in the receptive skills of listening and reading more frequently than in the productive skills of speaking and writing. This study sheds some light on the types of cultural information addressed in English textbooks to facilitate the learning of culture as a component of intercultural communicative competence and to prepare EFL students for international communication settings

A policy monitoring framework to prepare for, respond to, and recover from education in emergencies

The COVID-19 pandemic has highlighted how widespread emergencies can disrupt national education systems and schooling. To assist policy decision-making and monitoring, a rapid review of over 200 documents relating to education in emergencies (EiE) was conducted, with a specific focus on the COVID-19 pandemic. The purpose of the review is to support policymakers, largely in developing countries, to develop policies that promote education system resiliency with a focus on monitoring those policies. From the analysis and synthesis of evidence a new framework has been produced, which assists policymakers by organising the complexity of relevant concerns. This Policy Monitoring Framework (PMF) identifies three key factors – System, Teaching and learning, and Agents – and corresponding sub-factors, which collectively can be used to inform policy decisions. These factors are superimposed upon an emergency in education Preparedness-Response-Recovery cycle. The Policy Monitoring Framework provides a basis for a Policy Monitoring Tool, which in turn supports the planning of educational reforms and monitoring the status of the education system to build resilience

The “Post-Coronial” University, Corporatization and Sustainability

Japan's National Universities are now subject to "corporate" structures that, by recognizing the universities as legal persons and not simply parts of the state apparatus, aim to more closely follow models in many Western countries. The COVID-19 pandemic has disrupted their development of more proactive institutional plans and indeed institutional identities. This study traces and explains vocabulary associated with current challenges for universities around the world, and argues that the broad concept of sustainability is a central theme around which a university may build and sustain an enduring self-image

Schools as Community Hubs. Literature Review

This literature review focuses on community hub models that include an education setting. The goals of these hubs go beyond improving academic outcomes, and look also to the health and wellbeing of their community. This review explores the ways in which education communities operate as welcoming and enriching places that connect, share, and learn with, not only students, families, and educators, but also their wider community. It focuses on a specific model of school-community partnership, typically known as a school community hub. Core features of community hubs are presented as people, partnerships, place and programs. Benefits and challenges of community hubs are discussed

Critical Thinking: Definition and Structure

The development of critical thinking as an essential skill in 21st century learning is uncontested within educational and professional settings. The degree to which it is operationally defined, taught and assessed, however, remain at large. This incongruence complicates efforts to develop critical thinking in students, as well as devise intervention techniques and assessment tools. This framework has been developed to address the challenges associated with teaching and assessing critical thinking. While there are many definitions of the skill, as outlined in the first part of this document, few definitions provide a means to operationalise critical thinking in the classroom. The framework outlines critical thinking processes along prescribed strands and aspects informed by a sound evidentiary basis. The aspects contained within the framework are designed to provide foci for teaching and the basis of assessment

Cardiac magnetic resonance assessment of diastolic dysfunction in acute coronary syndrome

Chest pain is an important presenting symptom. However, few cases of chest pain are diagnosed as acute coronary syndrome (ACS) in the acute setting. This results in frequent inappropriate discharge and major delay in treatment for patients with underlying ACS. The conventional methods of assessing ACS, which include electrocardiography and serological markers of infarct, can take time to manifest. Recent studies have investigated more sensitive and specific imaging modalities that can be used. Diastolic dysfunction occurs early following coronary artery occlusion and its detection is useful in confirming the diagnosis, risk stratification, and prognosis post-ACS. Cardiac magnetic resonance provides a single imaging modality for comprehensive evaluation of chest pain in the acute setting. In particular, cardiac magnetic resonance has many imaging techniques that assess diastolic dysfunction post-coronary artery occlusion. Techniques such as measurement of left atrial size, mitral inflow, and mitral annular and pulmonary vein flow velocities with phase-contrast imaging enable general assessment of ventricular diastolic function. More novel imaging techniques, such as T2-weighted imaging for oedema, T1 mapping, and myocardial tagging, allow early determination of regional diastolic dysfunction and oedema. These findings may correspond to specific infarcted arteries that may be used to tailor eventual percutaneous coronary artery intervention

Flexible strategies for ensuring quality learning outcomes in education in emergencies

The COVID-19 pandemic has interrupted schooling for students globally and challenged how policy-makers might respond and recover from this protracted emergency. In collaboration with NEQMAP, the GEM Centre has conducted a rapid review of policy and practice documents for 14 countries, and an online survey with policy-makers in 7 of them to identify the types of flexible learning strategies that were implemented over the course of this pandemic. An education in emergencies Policy Monitoring Framework was used both to guide the analysis of documents and survey data, and to provide the basis for reporting findings. The range of flexible learning strategies identified in this review focused on: enhancing system level processes to ensure quality learning outcomes; streamlining the curriculum; utilising a range of student assessment and monitoring approaches; improving inclusion and equity for vulnerable learner groups; and supporting school leaders and teachers using education tools and resources, professional development courses, and support networks

Applying a new policy monitoring tool for education in emergencies

Two years on, the COVID-19 pandemic has continued to impact national education systems due to partial or complete closures of schools, or the uncertainty of school closures. To support education policymakers and stakeholders to build resilient education systems, the Global Education Monitoring (GEM) Centre developed two practical policy resources – a Policy Monitoring Framework (PMF) and a Policy Monitoring Tool (PMT). This brief describes how the Policy Monitoring Tool can be used to review existing policies and strategies, identify areas for improvement, monitor changes, and prioritise activities to build education system resilience. For a complete description of the Policy Monitoring Tool (PMT) referred to in this document, please see Building resilient education systems: A rapid review of the education in emergencies literature

Microwave synthesis of magnetically separable ZnFe2O4-reduced graphene oxide for wastewater treatment

A magnetically separable ZnFe2O4-reduced graphene oxide (rGO) nano-composite was synthesised via a microwave method. Field emission scanning electron microscopy images of the nano-composite showed a uniform dispersion of nanoparticles on the rGO sheets. The performance of the nano-composite in wastewater treatment was assessed by observing the decomposition of methylene blue. The nano-composite showed excellent bifunctionality, i.e. adsorption and photocatalytic degradation of methylene blue, for up to five cycles of water treatment when illuminated with light from a halogen bulb. In contrast, water treatment with the nano-composite without illumination and the illuminated rGO, with no decoration of nanoparticles, diminished significantly after the first treatment. The reclamation of the ZnFe2O4-rGO nano-composite from treated water could be easily achieved by applying an external magnetic field