Towards understanding of policy transfer and policy learning in adult education in the context of United Kingdom

Over the past decade, adult education and Vocational Education and Training (VET) in the UK context have been strongly affected by the implications of unstable political, social and economic situations, specifically in relation to social and economic inclusion of vulnerable young adults. This paper argues, that the development of policy transfer and policy learning in adult education has been characterised by its multidimensional nature and has been influenced by the implications of contemporary global challenges, country-specific priorities and the European agenda on inclusion. The notion of policy learning in adult education highlights the complex interdependencies between policies and practices. We will endeavour to consider how the complex interplays between country-specific priorities, global discourses and the European agenda on active citizenship (AC) contribute to national policies and practices for social inclusion of young adults in the UK context. Selected case studies will demonstrate the ways this policy agenda transfers into specific programmes for vulnerable young adults

Non-destructive characterization of nitrogen-implanted silicon-on-insulator structures by spectroscopic ellipsometry

Silicon-on-insulator (SOI) structures implanted with 200 or 400 keV N+ ions at a dose of 7.5 × 1017cm−2 were studied by spectroscopic ellipsometry (SE). The SE measurements were carried out in the 300–700 nm wavelength (4.13-1.78 eV photon energy) range. The SE data were analysed by the conventional method of using appropriate optical models and linear regression analysis. We applied a seven-layer model (a surface oxide layer, a thick silicon layer, upper two interface layers, a thick nitride layer and lower two interface layers) with good results. The fitted parameters were the layer thickness and compositions. The results were compared with data obtained from Rutherford backscattering spectroscopy (RBS) and transmission electron microscopy. The sensitivity of our optical model and fitting technique was good enough to distinguish between the silicon-rich transition layers near the upper and lower interfaces of the nitride layer, which are unresolvable in RBS measurements

Apprenticeship, employer engagement and vocational formation: a process of collaboration

With successive changes to apprenticeship policy, shifting emphasis on the amount of involvement of employers in engaging and delivering apprenticeship, and an over-reliance on further education to fill the gaps in the midst of its own storm, this article explores the successful ingredients for employer engagement in apprenticeship and vocational formation. Semi-structured interviews were conducted with employers and apprentices from five business in the automotive industry and their further education training providers. The findings suggested that a close collaboration and communication between the college, employer and the young person, based on high levels of trust underpinned three successful mechanisms for ensuring quality apprenticeships: supporting, safeguarding and achieving

Overcoming vocational prejudice: how can skills competitions improve the attractiveness of vocational education and training in the UK?

Raising the attractiveness of vocational education and training (VET) has been on the UK as well as the European agenda for some time, primarily for economic and social development reasons. However, little is known about the role of skills competitions in improving the attractiveness of VET. This study uses data from 110 interviews with WorldSkills competitors and their associates to examine the potential contributions of skills competitions to revitalise VET in the UK. Adopting the enhancement strategy we propose that the experiences of young people who have been internationally recognised for excellence in their respective vocations are inspiring for others. Such experiences have the potential to refocus the attention from a deficit model of VET to the level of excellence that can be achieved through competitions. However, the enhancement strategy in and of itself is not enough to raise the attractiveness of VET. To do so requires consistent policy efforts oriented on spreading excellence throughout the entire VET sector. The ultimate disruption of the policy cycle that perpetuates the existing vocational/academic divide may be achieved through a systemic approach that builds upon the examples of vocational excellence

Wavefront shaping optics for laser-generated plasma heating

The use of pupil plane phase masks provides a useful and efficient method of manipulating focal région light distributions. Such masks have found application in the telecommunication sector, including the use of Fourier plane replicating holograms for weighted beamlet array generation for the addressing of optoelectronic devices. Rather than modifying the focal pattern at the focal plane, the through focus intensity distribution may also be controlled with an appropriately designed phase mask. In a high numerical aperture optical System, as is used for laser generated plasma X-ray sources, such phase mask can extend the depth of focus of the irradiating laser beam, to achieve more uniform plasma heating and consequently, a better shot-to-shot repeatability from the X-ray source

Iterative fragmentation improves the detection of ChIP-seq peaks for inactive histone marks

As chromatin immunoprecipitation (ChIP) sequencing is becoming the dominant technique for studying chromatin modifications, new protocols surface to improve the method. Bioinformatics is also essential to analyze and understand the results, and precise analysis helps us to identify the effects of protocol optimizations. We applied iterative sonication –- sending the fragmented DNA after ChIP through additional round(s) of shearing –- to a number of samples, testing the effects on different histone marks, aiming to uncover potential benefits of inactive histone marks specifically. We developed an analysis pipeline that utilizes our unique, enrichment-type specific approach to peak calling. With the help of this pipeline, we managed to accurately describe the advantages and disadvantages of the iterative refragmentation technique, and we successfully identified possible fields for its applications, where it enhances the results greatly. In addition to the resonication protocol description, we provide guidelines for peak calling optimization and a freely implementable pipeline for data analysis

Clinical Investigation of Hereditary and Acquired Thrombophilic Factors in Patients with Venous and Arterial Thromboembolism

Erzsebet Kovács,1 Zsuzsanna Bereczky,2 Adrienne Kerényi,3 Renáta Laczik,4 Valéria Nagy,5 Dávid Ágoston Kovács,6 Sándor Kovács,7 György Pfliegler1 1Centre of Rare Diseases, Department of Internal Medicine, University of Debrecen, Debrecen, Hungary; 2Division of Clinical Laboratory Science, Department of Laboratory Medicine, University of Debrecen, Debrecen, Hungary; 3Department of Laboratory Medicine, University of Debrecen, Debrecen, Hungary; 4Division of Angiology, Department of Internal Medicine, University of Debrecen, Debrecen, Hungary; 5Department of Ophthalmology, University of Debrecen, Debrecen, Hungary; 6Department of Surgery, University of Debrecen, Debrecen, Hungary; 7Department of Research Methodology and Statistics, Institute of Sectoral Economics and Methodology, University of Debrecen, Debrecen, HungaryCorrespondence: Erzsebet Kovács, Centre of Rare Diseases, Department of Internal Medicine, Faculty of Medicine, University of Debrecen, 98 Nagyerdei krt, Debrecen, H-4032, Hungary, Tel +36 52 255574, Email [email protected]: The clinical relevance of thrombophilic laboratory factors, especially the “mild” ones, and the need for their screening is not generally recommended in venous (VTE) and/or arterial (ATE) thromboembolism.Methods: Our aim was to investigate possible associations between comorbidities and 16 inherited/acquired “severe” and “mild” laboratory thrombophilic factors (detailed in introduction) in patients (n=348) with VTE/ATE without a serious trigger (high-risk surgical intervention, active cancer and/or chemo-radiotherapy). Cases with VTE/ATE were enrolled when the thrombotic event occurred under the age of 40, in case of positive family history, recurrent thromboembolism, idiopathic event or unusual location. Patients without a detailed thrombophilia screening or who suffered from both ATE/VTE were excluded to find potential distinct thrombosis type specific thrombophilic risks. The possible role of “mild” factor accumulation was also investigated in VTE (n=266).Results: Elevation of factor VIII clotting activity was associated with VTE rather than ATE. Varicose veins together with postthrombotic syndrome were strongly related to several “mild” factors. Besides “severe” we found that the “mild” thrombophilic factors were also strongly associated with VTE/ATE. Comorbidities/conditions such as diabetes and smoking were generally associated with hyperlipidemia; moreover, both had a correlation with lipoprotein (a) in VTE. We also revealed an important contribution of “mild” factors in increasing trends of several types and localizations of VTE.Conclusion: In summary, besides the “severe” thrombophilic factors, the “mild” ones also seem to play a non-negligible role in the manifestation of thrombosis, especially in combination. Therefore, an extended screening might be useful in the personalized recommendation of antithrombotic prophylaxis.Keywords: thrombosis, hemostasis, thrombophilia, venous thromboembolism, arterial thromboembolis

Drivers of technical excellence in the skills economy

With the UK government's intention to reinvigorate the further education sector (see Department for Education, 2019 commonly known as the Augar Report, and Skills for Jobs White Paper, DfE 2021 for England), learning from global insights is imperative, particularly of the ways other countries are developing and delivering technical excellence and the drivers used to achieve this. Skills competitions have been one way of doing this. WorldSkills Competitions (WSC) promote and enable skill development at the highest standard and have been shown to impact positively on the UK education and training system, and the economy more broadly (James Relly and Keep, 2018; Chankseliani, James Relly and Laczik, 2016). In the UK, during the last five to ten years, attention has been focused on the broader impact of WSC and Team UK to understand better how vocational excellence can, and is, developed. Further education, higher education and private training provider participation in skills competitions has grown across all four UK nations, with increasing numbers of students and apprentices joining Squad UK and/or Team UK and more of these institutions involved in local, regional and national competitions; at the same time the number of colleges hosting these skills competitions at various levels has also increased (James Relly, 2020). The ambitious plan clearly articulated in the Skills for Jobs White Paper (DfE, 2021) for England as well as policies being developed to improve standards in Wales, Scotland and Northern Ireland recognise the pivotal role TVET plays in skills development and boosting economic growth. With an increasing focus on specialisation and higher-level technical skills development (DfE, 2019) it is important to understand better how to develop technical excellence at all levels in the UK skills system and what drivers can be developed to do this. This report draws on distinctive insights into global skills systems. Innovations and developments in other countries have long held fascination for policymakers and educators in the UK. Indeed, an entire field of international and comparative education exists. While taking regard of the cultural and political contexts, looking to other countries to understand better their education and training system brings many advantages for policy learning and contextualised learning. This research endeavours to show how other countries enable technical and vocational education and training to be at the forefront of curriculum and workforce development. We address the following question: How do other countries, with interesting or pioneering technical education systems, develop the skills of their technical education workforce to ensure high quality teaching standards