Duelling identities in refugees learning through open,online higher education

This paper reports on a qualitative study of the transition experiences of refugees studying through open and online higher education. Online, open education programmes have considerable potential to provide flexible access to education for refugees, who are not well represented within higher education. As part of a wider University of Sanctuary initiative, interview data from six Ireland-based refugees was analysed using a data-led, qualitative methodological framework grounded in discursive psychology. Findings indicate that participants’ transition narratives are typical in many ways as they form student identities while managing their existing identities and begin to feel, or not, that they belong. Participants constructed a stark divide between two duelling identities, between their identity as a refugee and their new identity as an online learner. Identification with the university was emphasised in contrast to disidentification with the ‘asylum world’. These findings indicate that a strategically connected approach to supporting refugees transition into higher education can impact positively on these students

Developing a systematic programme focused assessment and feedback strategy

This case study details the development of a systematic, programme-focused assessment and feedback strategy by the Humanities Programme Team, in Dublin City University’s Open Education Unit. Such a strategy is represented by a design that explicitly provides students with appropriate opportunities to attain all programme learning outcomes, as well as module learning outcomes, as they advance through their studies. An essential aspect of this endeavour was to ensure the appropriate usage and variety of assessment types, and integral to this is the need to ensure that appropriate feedback is being provided to students for each of these assessment types. As such appropriate feedback mechanisms are vital in order to achieve a successful assessment that makes a real impact on learners. This is especially important in students first year of study when positive experiences with assessment feedback can contribute to retaining students

Textbook costs and accessibility: Could open textbooks play a role?

Rising textbook costs have been highlighted as an issue for students in higher education (HE), particularly in North America. Less is known about the costs and forms in which books are available to students in higher education in Europe and specifically in Ireland. This is despite significant moves towards openly licensed books as a potential response via established open access publishing platforms. This research sought to address a gap in the scholarly understanding of textbook usage and the potential of open alternatives in Ireland. We present the results of an analysis of the accessibility, cost and licensing of textbooks in Ireland taking one higher education institution as a case study. We report here on the findings of phases one and two of this study, including the retail prices of over 500 books, the formats they are available in and those that are in the public domain. The next phase of this study involved the design of research instruments to use with staff and students as participants in research. These instruments were designed, with reference to the research literature on Open Education Resources (OER), such as Wiley’s 5 Rs of OER, to examine the current usage and perception of educational textbooks with the overarching aim of determining the relevance of digital open textbooks in the Irish context

Antiretroviral therapy and liver disease progression in HIV and hepatitis C co-infected patients : a systematic review and meta-analysis

Background: HIV co-infection exacerbates hepatitis C disease, increasing the risk of cirrhosis and hepatitis C-related mortality. Combination antiretroviral therapy (cART) is the current standard treatment for co-infected individuals, but the impact of cART and antiretroviral (ARV) monotherapy on liver disease in this population is unclear. We aimed to assess the effect of cART and ARV monotherapy on liver disease progression and liver-related mortality in individuals co-infected with HIV and chronic hepatitis C. Methods: A systematic review with meta-analyses was conducted. MEDLINE and EMBASE bibliographic databases were searched up to September 2015. Study quality was assessed using a modified Newcastle-Ottawa scale. Results were synthesised narratively and by meta-analysis. Results: Fourteen observational studies were included. In analyses that adjusted for potential confounders, risk of liver-related mortality was significantly lower in patients receiving cART (hazard ratio/odds ratio 0.31, 95 % CI 0.14 to 0.70). Results were similar in unadjusted analyses (relative risk 0.40, 95 % CI 0.29 to 0.55). For outcomes where metaanalysis could not be performed, results were less consistent. Some studies found cART was associated with lower incidence of, or slower progression of liver disease, fibrosis and cirrhosis, while others showed no evidence of benefit. We found no evidence of liver-related harm from cART or ARV monotherapy compared with no HIV therapy. Conclusions: cART was associated with significantly lower liver-related mortality in patients co-infected with HIV and HCV. Evidence of a positive association between cART and/or ARV monotherapy and liver-disease progression was less clear, but there was no evidence to suggest that the absence of antiretroviral therapy was preferable. Keywords: Systematic review, Meta-analysis, Anti-retroviral agents, Hepatitis C, HI

Maternal antioxidant treatment prevents the adverse effects of prenatal stress on the offspring’s brain and behavior

Maternal exposure to stress during pregnancy is associated with an increased risk of psychiatric disorders in the offspring in later life. The mechanisms through which the effects of maternal stress are transmitted to the fetus are unclear, however the placenta, as the interface between mother and fetus, is likely to play a key role. Using a rat model, we investigated a role for placental oxidative stress in conveying the effects of maternal social stress to the fetus and the potential for treatment using a nanoparticle-bound antioxidant to prevent adverse outcomes in the offspring. Maternal psychosocial stress increased circulating corticosterone in the mother, but not in the fetuses. Maternal stress also induced oxidative stress in the placenta, but not in the fetal brain. Blocking oxidative stress using an antioxidant prevented the prenatal stress-induced anxiety phenotype in the male offspring, and prevented sex-specific neurobiological changes, specifically a reduction in dendrite lengths in the hippocampus, as well as reductions in the number of parvalbumin-positive neurons and GABA receptor subunits in the hippocampus and basolateral amygdala of the male offspring. Importantly, many of these effects were mimicked in neuronal cultures by application of placental-conditioned medium or fetal plasma from stressed pregnancies, indicating molecules released from the placenta may mediate the effects of prenatal stress on the fetal brain. Indeed, both placenta-conditioned medium and fetal plasma contained differentially abundant microRNAs following maternal stress, and their predicted targets were enriched for genes relevant to nervous system development and psychiatric disorders. The results highlight placental oxidative stress as a key mediator in transmitting the maternal social stress effects on the offspring's brain and behavior, and offer a potential intervention to prevent stress-induced fetal programming of affective disorders

Investigations into the effectiveness of deuterium as a "protecting group" for C-H bonds in radical reactions involving hydrogen atom transfer.

addresses: School of Biosciences (originally Department of Chemistry), University of Exeter, Geoffrey Pope Building, Stocker Road, Exeter, EX4 4QD, UK. [email protected]: Journal Article; Research Support, Non-U.S. Gov'tCopyright © 2008 Royal Society of ChemistryCompetition experiments have been carried out to determine the extent to which deuterium can be used as a protecting group for carbon-hydrogen bonds in radical-based intramolecular hydrogen atom transfer processes

Enhancing programme approaches to assessment and feedback in Irish higher education: case studies, commentaries and tools

This case study describes the development and introduction of a programme-focused assessment and feedback strategy to the Humanities Programmes in Open Education, DCU. There are four online/distance humanities degrees delivered by Open Education, as part of the National Institute for Digital Learning in DCU; BA Humanities, BA English & History, BA Single Module, and the BA Humanities (Psychology Major). The aim of this initiative was to design a systematic programme-focused assessment and feedback approach which ensured that students had a reasonable opportunity to meet all of the programme learning outcomes. The development of a programme-focused approach would ensure a wide variety of assessment types that were appropriate to the disciplines and had a customised appropriate feedback approach for each assessment. The development of the programme-focused assessment and feedback approach was underpinned by Hassan’s (2011) “assessment drives learning” philosophy, coupled with an acknowledgement of the important role of feedback to the student experience (Simpson, 2014), and of the function of assessment as not just to measure learning but rather to encourage student engagement and development of learning (Boud et al., 2010)

The current state of OER in Europe: going beyond altruism. ENCORE+ OER Policy and strategy position paper No. 1

In summary, this paper challenges the sector to go beyond altruism and endorses the view that “...policy will be the lever by which open practice can become sustainable and mainstream” (Weller, 2014, p.201). The ENCORE+ project seeks to give “voice” to more stakeholders to support the development of OER institutional strategies in both academia and business contexts in order to promote their mainstreaming and a strong European OER ecosystem