The Lead-up to the Education for All Conference in 1990: Framing the Global Consensus

This paper gives an account of the author\u27s experience on the Steering Group of the Education for All Conference from 1989 to 1990. The main purpose is to give a firsthand account, based on primary sources, of the discussions that took place in the meetings and the editing of the documents leading up to the EFA Conference in Jomtien. This participant-observer account is based on draft documents circulated and verbatim notes taken during the preparation stage and the conference itself. The conclusion is that the original neo-liberal economic approach to improving basic education was retained in the final documents because alternative approaches were largely discouraged or reduced to small editorial changes. The main mechanisms for ensuring this result were the drafting and publicizing of the original documents as the basis for building a “global consensus” with little time or opportunity for changing the basic assumptions underlying the suggestions for research and reform

Comparative Education In Canadian Universities

The first section of this article provides a brief overview of the field in Canada, and in so doing, demonstrates the broad nature of Comparative Education within the Canadian context. The second section of this article provides an overview of the comparative and international education programmes, specialization areas and courses in Canadian higher education institutions, focusing on three stages in the history of Comparative Education in Canada: the 1950s-1970s (Establishment of Comparative Education); the 1980s -1990s (Fragmentation of Comparative Education); and the 2000s (Broadening Comparative Education). While the focus in this article is on Comparative Education in graduate university programmes, a discussion about Comparative Education in teacher education is also included here. Two tables are presented which summarize changes in the field over the past 50 years and the titles of specific courses related to Comparative Education offered in Canadian universities. A discussion of the current state of Comparative Education in Canadian higher education follows with a few concluding explanatory comments about the current state of the field. Dans la première partie de cet article nous offrons un panorama de ce champ au Canada, et en le faisant, nous démontrons la nature étendue de l\u27éducation comparée dans le contexte canadien. Dans la deuxième partie, nous donnons un aperçu sur les programmes, les domaines spécialisés, et les cours sur l\u27éducation comparée et internationale offerts dans les institutions d\u27études supérieures du Canada. Nous les donnons suivant les trois étapes de l\u27histoire de l\u27éducation comparée au Canada: pendant les décennies 1950-1970 (l\u27établissement de l\u27éducation comparée); pendant les décennies 1980-1990 (la fragmentation de l\u27éducation comparée); et dans les années 2000 (l\u27élargissement de l\u27éducation comparée). Le but principal de cet article est d\u27élaborer l\u27éducation comparée aux programmes d\u27études supérieures mais nous y parlons aussi de l\u27éducation comparée dans la formation des enseignants et des enseignantes. Deux tableaux donnent le sommaire des changements dans le domaine pendant les cinquante dernières années et le nom des cours offerts dans les universités canadiennes, ayant un trait spécifique avec l\u27éducation comparée. Nous présentons aussi l\u27état actuel de l\u27éducation comparée enseignée dans les universités canadiennes et terminons par quelques commentaires explicatifs sur l\u27état actuel de ce domaine d\u27étude

Advances in Transgenic Mouse Models to Study Infections by Human Pathogenic Viruses

Medical research is changing into direction of precision therapy, thus, sophisticated preclinical models are urgently needed. In human pathogenic virus research, the major technical hurdle is not only to translate discoveries from animals to treatments of humans, but also to overcome the problem of interspecies differences with regard to productive infections and comparable disease development. Transgenic mice provide a basis for research of disease pathogenesis after infection with human-specific viruses. Today, humanized mice can be found at the very heart of this forefront of medical research allowing for recapitulation of disease pathogenesis and drug mechanisms in humans. This review discusses progress in the development and use of transgenic mice for the study of virus-induced human diseases towards identification of new drug innovations to treat and control human pathogenic infectious diseases

50 Years of the CIESC - Looking Back and Envisioning Forward: Reflections from Past-Presidents

This paper stems from the panel of past Presidents of the Comparative and International Education Society (CIESC) that was part of the 2017 conference of the CIESC. The theme of the panel was “Looking Back, Visioning Forward: The Promise of Comparative and International Education” and the panelists were asked to present their perspectives based on their experiences as past Presidents of the Society. Their reflections were gathered to create this combined piece, in order to capture their insights on the past, present and future of comparative and international education

Replication-incompetent influenza A viruses armed with IFN-γ effectively mediate immune modulation and tumor destruction in mice harboring lung cancer

Low pathogenic influenza A viruses (IAVs) have shown promising oncolytic potential in lung cancer-bearing mice. However, as replication-competent pathogens, they may cause side effects in immunocompromised cancer patients. To circumvent this problem, we genetically engineered nonreplicating IAVs lacking the hemagglutinin (HA) gene (ΔHA IAVs), but reconstituted the viral envelope with recombinant HA proteins to allow a single infection cycle. To optimize the therapeutic potential and improve immunomodulatory properties, these replication-incompetent IAVs were complemented with a murine interferon-gamma (mIFN-γ) gene. After intratracheal administration to transgenic mice that develop non-small cell lung cancer (NSCLC), the ΔHA IAVs induced potent tumor destruction. However, ΔHA IAVs armed with mIFN-γ exhibited an even stronger and more sustained effect, achieving 85% tumor reduction at day 12 postinfection. In addition, ΔHA-mIFN-γ viruses were proven to be efficient in recruiting and activating natural killer cells and macrophages from the periphery and in inducing cytotoxic T lymphocytes. Most important, both viruses, and particularly IFN-γ-encoding viruses, activated tumor-associated alveolar macrophages toward a proinflammatory M1-like phenotype. Therefore, replication-incompetent ΔHA-mIFN-γ-IAVs are safe and efficient oncolytic viruses that additionally exhibit immune cell activating properties and thus represent a promising innovative therapeutic option in the fight against NSCLC

The intellect, mobility and epistemic positioning in doing comparisons and comparative education

This article offers a reflexive analysis and discussion on the relationship between academic mobility and comparative knowledge creation. It argues that what constitutes ‘comparative knowledge’ is not solely Wissenschaften but more often entwined with Weltanschauungen, derived from lived experiences – as exemplified in the biographic narratives of some of the major intellects. It reviews the notions of the ‘gaze’ and the concepts of the Other and Homeworld/Alienworld as epistemic positioning in doing comparative education. In the framework of phenomenological thinking, the paper discusses the intimate relationship between comparative knowledge and positional knowledge

1 – Vellum and Vaccinium

The systematic study of gardens as loci of food production during the Middle Ages has largely been overlooked by agrarian historians. Economic agrarian history is based epistemologically on the idea that human actions can best be understood through their economic foundations and consequences, and methodologically on the idea that the best and most accurate conclusions can be reached from a base of quantifiable and documented evidence. This strong epistemological and methodological base has re..

Power, Possession and Post-Modernism: Contemporary Readings of the Colonial Archive

Bronwen Masemann is a second-year student in the Master of Information Studies Program at the University of Toronto, enrolled in the collaborative program in Book History and Print Culture. She received a B.A. in 2006 from the University of Toronto and an M.A. in History from McGill University in 2007. She has worked as a digital collections cataloguer at the Royal Ontario Museum and the Iter database, and as a student reference archivist at Library and Archives Canada. She combines ongoing research on the history of the book in the eighteenth century French and British Atlantic with interests in digital humanities scholarship and information literacy for special collections

1 – Vellum and Vaccinium

The systematic study of gardens as loci of food production during the Middle Ages has largely been overlooked by agrarian historians. Economic agrarian history is based epistemologically on the idea that human actions can best be understood through their economic foundations and consequences, and methodologically on the idea that the best and most accurate conclusions can be reached from a base of quantifiable and documented evidence. This strong epistemological and methodological base has re..