Comparing ‘apples with apples’: professional accounting practices in university classroom discourse

How are professional accounting practices represented in university classroom discourse and what are the implications of this for theory and practice in professional learning? Professional accounting practices order the world, and are also ordered. In reducing the complexities of social activity to abstract meanings that render it measurable, diverse and complex structures can be compared ‘apples with apples’. This study investigates the relocalization of professional accounting practices in university classroom discourse, working with tools from Legitimation Code Theory, systemic functional linguistics and critical discourse analysis. Findings draw on digital recordings of seminars presented by three lecturers in different subjects of a Master of Accounting program in an Australian metropolitan university. The analysis examines movements between context-independent and more context-dependent meanings in classroom discourse that mark shifts in emphasis from accounting as a system of representation, to accounting as interpersonal exchange. It considers two sets of social relations at play in the professional classroom: those between lecturers and students, and those within professional practice that are relocalized in classroom discourse. The framework developed in this study complements current research within the sociology of education. Discussion connects the analysis with recent explorations of knowledge practices in education within Legitimation Code Theory. It draws on foundational principles of a systemic functional model of language, considering the basis of professional practice and professional learning in interpersonal exchange. Conclusions are oriented towards theory and practice in professional learning, recognizing professional educators as agents of change and mediators of ways of thinking and acting in their field that are potentially transformative

Application of camelid heavy-chain variable domains (VHHs) in prevention and treatment of bacterial and viral infections.

Camelid heavy-chain variable domains (VHHs) are the smallest, intact, antigen-binding units to occur in nature. VHHs possess high degrees of solubility and robustness enabling generation of multivalent constructs with increased avidity - characteristics that mark their superiority to other antibody fragments and monoclonal antibodies. Capable of effectively binding to molecular targets inaccessible to classical immunotherapeutic agents and easily produced in microbial culture, VHHs are considered promising tools for pharmaceutical biotechnology. With the aim to demonstrate the perspective and potential of VHHs for the development of prophylactic and therapeutic drugs to target diseases caused by bacterial and viral infections, this review article will initially describe the structural features that underlie the unique properties of VHHs and explain the methods currently used for the selection and recombinant production of pathogen-specific VHHs, and then thoroughly summarize the experimental findings of five distinct studies that employed VHHs as inhibitors of host-pathogen interactions or neutralizers of infectious agents. Past and recent studies suggest the potential of camelid heavy-chain variable domains as a novel modality of immunotherapeutic drugs and a promising alternative to monoclonal antibodies. VHHs demonstrate the ability to interfere with bacterial pathogenesis by preventing adhesion to host tissue and sequestering disease-causing bacterial toxins. To protect from viral infections, VHHs may be employed as inhibitors of viral entry by binding to viral coat proteins or blocking interactions with cell-surface receptors. The implementation of VHHs as immunotherapeutic agents for infectious diseases is of considerable potential and set to contribute to public health in the near future

Transitions from Undergraduate to Taught Postgraduate Study: Emotion, Integration and Ambiguity

The notion and terminology of ‘transition(s)’ have long dominated discussions of pathways from youth to adulthood and have increasingly come to characterise the educational journeys people make, with a strong emphasis on the shift from schooling to undergraduate study. However, the transitional experiences of postgraduate students have been significantly overlooked with powerful presumptions around postgraduate students being educational ‘experts’ and ‘naturals’ obscuring the often highly challenging nature of their transitions. The lack of literature in this field is most pronounced around the taught postgraduate (PGT) population, about whom the least is known. This is due in part to ambiguousness around PGT study itself (Glazer-Raymo, 2005) which falls between the clearly-defined undergraduate and doctoral degrees, and has been declared as the “forgotten sector” (Millward, 2015) of higher education.  This paper addresses this gap in understanding by synthesising the available literature on PGT transitions, and on postgraduate transitions more generally, alongside qualitative focus group data from a small-scale project with Masters students and supervisors conducted at a Scottish university. It finds that transitions to PGT education are complex, emotional and challenging for most students, and highlights some institutional practices that can isolate, confuse and hinder the progress of Masters students.  Thus, the paper argues that, contrary to conventional assumptions, transitions from undergraduate to PGT education are not inevitably straightforward and can be characterised, at least initially, by anxiety, self-doubt and disorientation. Key challenges for Masters students do not necessarily relate to the higher learning materials, but the lack of clarity around what PGT level study entails and the limited opportunities for integration and sense of belonging. Greater clarity of expectations and earlier feedback, alongside peer support, can help to smooth transitions to postgraduate study. The paper also highlights the particularly difficult transitions of students unfamiliar to the university and identifies challenges specific to funded and non-funded students

Model-based performance monitoring of batch processes

The use of batch processes is widespread across the manufacturing industries, dominating sectors such as pharmaceuticals, speciality chemicals and biochemicals. The main goal in batch production is to manufacture consistent, high quality batches with minimum rework or spoilage and also to achieve the optimum energy and feedstock usage. A common approach to monitoring a batch process to achieve this goal is to use a recipe-driven approach coupled with off-line laboratory analysis of the product. However, the large amount of data generated during batch manufacture mean that it is possible to monitor batch processes using a statistical model. Traditional multivariate statistical techniques such as principal component analysis and partial least squares were originally developed for use on continuous processes, which means they are less able to cope with the non-linear and dynamic behaviours inherent within a batch process without being adapted. Several approaches to dealing with batch behaviour in a multivariate framework have been proposed including multi-way principal component analysis. A more advanced approach designed to handle the typical characteristics of batch data is that of model-based principal component. It comprises of a mechanistic model combined with a multivariate statistical technique. More specifically, the technique uses a mechanistic model of the process to generate a set of residuals from the measured process variables. The theory being that the non-linear behaviour and the serial correlation in the process will be captured by the model, leaving a set of unstructured residuals to which principal component analysis (PCA) can be applied. This approach is benchmarked against the more standard approaches including multiway principal components analysis, batch observation level analysis. One limitation identified of the model-based approach is that if the mechanistic model of the process is of reduced complexity then the monitoring and fault detection abilities of the technique will be compromised. To address this issue, the model-based PCA technique has been extended to incorporate an additional error model which captures the differences between the mechanistic model and the process. This approach has been termed super model-based PCA (SMBPCA). A number of different error models are considered including partial least squares (linear, non-linear and dynamic), autoregressive with exogenous (ARX) variables model and dynamic canonical correlation analysis. Through the use of an exothermic batch reactor simulation, the SMBPCA approach has been investigated with respect to fault detection and capturing the non-linear and dynamic behaviour in the batch process. The robustness of the technique for application in an industrial situation is also discussed.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Towards Inclusive Language: Exploring student-led approaches to talking about disability-related study needs

To support inclusive and equitable study, universities often categorise students as ‘disabled’ in order for them to access support for their studies, and require them to engage with terms such as ‘disclosing a disability’ and ‘reasonable adjustments’. This pathologises them by requiring them to identify as ‘different’ even if they do not consider themselves to be. Indeed, many students report that they feel uncomfortable with this; they do not identify as ‘disabled’, and this can discourage students from informing the university about their ‘disability’ and can create barriers to accessing support. There is little understanding of how members of these diverse populations identify themselves or their preferences for discussing ‘disability-related’ support. In this paper, we report on a study where we sought to understand students’ language styles and preferences when it comes to discussing disability and study requirements, and contrast these with the language used throughout our institution (and UK higher education institutions in general). The aim of the project was to investigate the language that students feel comfortable using when talking about their ‘disabilities’ and to identify gaps between the language students use to describe their own disabilities and the language used in UK higher education. We initially utilised a mixed-methods approach to investigate students’ perspectives of language. This combined a qualitative approach using discourse and positioning analysis techniques to investigate the language students use, and a quantitative approach to analyse these results at scale. Survey results showed that terminology addressing students as ‘disabled’ was uncomfortable for many (particularly those with mental health conditions or specific learning difficulties); ‘additional study needs’ was preferred. However, we found divergence in these preferences across contexts, rather than consistent preference for any recognised language model. We also identified clusters with significantly different perspectives on language within the population. The project team then worked with a wide range of stakeholders to collaboratively develop guidance for student-facing staff, and researchers and policy-makers to use when talking to students about disability. We also developed guidance for students to explain the type of language commonly used by universities around disability. In this paper, we explain the process we followed to turn the findings of the first stage of the research into guidance. We explore the issues staff raised and how these led to the creation of suitable research-informed guidance on language use. Through this, we draw conclusions on how to develop suitable understanding of inclusive language across an educational institution. These include the sensitivities both staff and students may feel regarding terminology such as ‘needs assessments’ and ‘adjustments’, the importance of mirroring language in a one-to-one setting and the need to provide clear examples as well as abstract terms. This guidance will support staff to use, investigate and influence language used to discuss disability-related study needs, with a view to moving towards inclusive, student-led language approaches

Biochemical status of vitamin A in colorectal cancer

Serum vitamin A and its carrier proteins, retinol-binding protein and prealbumin, were measured in 41 colorectal cancer patients, 40 patients with benign colorectal disease, and 31 healthy subjects. Serum samples were obtained from the Mayo Clinic (NCI-Serum diagnostic Bank, Rochester, MN), The values for each of the three parameters were significantly lower in colorectal cancer patients than in healthy subjects but were litte1e different from the val ues seen in patients with benign disease

A Soluble Sulfogalactosyl Ceramide Mimic Promotes ΔF508 CFTR Escape from Endoplasmic Reticulum Associated Degradation

SummaryAdaSGC binds Hsc70s to inhibit ATPase activity. Using single-turnover assays, adaSGC, a soluble SGC mimic, preferentially inhibited Hsp40-activated Hsc70 ATP hydrolysis (Ki ∼ 10 μM) to reduce C-terminal Hsc70-peptide binding and, potentially, chaperone function. ERAD of misfolded ΔF508 CFTR requires Hsc70-Hsp40 chaperones. In transfected baby hamster kidney (BHK) cells, adaSGC increased ΔF508CFTR ERAD escape, and after low-temperature glycerol rescue, maturation, and iodide efflux. Inhibition of SGC biosynthesis reduced ΔF508CFTR but not wtCFTR expression, whereas depletion of other glycosphingolipids had no affect. WtCFTR transfected BHK cells showed increased SGC synthesis compared with ΔF508CFTR/mock-transfected cells. Partial rescue of ΔF508CFTR by low-temperature glycerol increased SGC synthesis. AdaSGC also increased cellular endogenous SGC levels. SGC in the lung, liver, and kidney was severely depleted in ΔF508CFTR compared with wtCFTR mice, suggesting a role for CFTR in SGC biosynthesis

High prevalence of subclinical atherosclerosis by carotid ultrasound among Mexican Americans: discordance with 10-year risk assessment using the Framingham risk score

ackground: Framingham risk scores (FRS) were validated in a mostly Caucasian population. Evaluation of subclinical atherosclerosis by carotid ultrasound may improve ascertainment of risk in nonwhite populations. This study aimed to evaluate carotid intima-media thickness (cIMT) and carotid plaquing among Mexican Americans, and to correlate these markers with coronary risk factors and the FRS. Methods/results: Participants (n = 141) were drawn from the Cameron County Hispanic Cohort. Carotid artery ultrasound was performed and cIMT measured. Carotid plaque was defined as areas of thickening \u3e50% of the thickness of the surrounding walls. Mean age was 53.1 ± 11.7 years (73.8% female). Most were overweight or obese (88.7%) and more than half (53.2%) had the metabolic syndrome. One third (34.8%) had abnormal carotid ultrasound findings (either cIMT ≥75th percentile for gender and age or presence of plaque). Among those with abnormal carotid ultrasound, the majority were classified as being at low 10-year risk for cardiovascular events. Carotid ultrasound reclassified nearly a third of the cohort as being at high risk. This discordance between 10-year FRS and carotid ultrasound was noted whether risk was assessed for hard coronary events or global risk. Concordance between FRS and carotid ultrasound findings was best when long-term (30-year) risk was assessed and no subject with an abnormal carotid ultrasound was categorized as low risk by the 30-year FRS algorithm. Conclusions: Integration of carotid ultrasound findings to coronary risk assessments and use of longer term prediction models may provide better risk assessment in this minority population, with earlier initiation of appropriate therapies

Embedding and Sustaining Inclusive Practice to Support Disabled Students in Online and Blended Learning.

UK higher education data has shown persistent differences in degree outcomes for specific student groups. Consequently, the Office for Students (the UK government’s higher education regulator) are funding 17 projects to address these inequalities. Building on its expertise, our institution is leading the IncSTEM project alongside colleagues from two other universities, to evaluate, scale up and promote inclusive teaching and learning practice within Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education. There are challenges with inclusive distance learning, many of which are emphasised in STEM through the prevalence of practical and field activities, the widespread use of groupwork, and the use of text that is rich in symbolic notation. Online and blended learning approaches, including access to digital learning resources, bring opportunities for more inclusive practice, but can also lead to unforeseen and unquantified barriers for students. Integrating an inclusive approach to teaching and learning requires universities to embed and sustain practices that consider the diverse needs of students throughout curriculum design and delivery, bringing benefits to all students. In this paper, we present data on staff perceptions and practices regarding accessibility and inclusion for disabled students, explore examples of inclusive practice, and discuss how these can be applied by practitioners in order to create a higher education environment in which students of all backgrounds and characteristics are able to succeed