Initial Teacher Education Policy and Practice

The purpose of this study was to generate a systematic description of policy and practice across qualifications of initial teacher education in Aotearoa New Zealand. The study was conducted in two phases. Data from publicly-available documentation of the 27 providers of initial teacher education were recorded in an electronic data base as a means of compiling individual profiles of each qualification. Subsequently, twenty-five providers participated in interviews to ensure that profiles accurately reflected the policy and practice of the qualification. Qualification profiles were reviewed to identify common and distinctive characteristics of initial teacher education according to sector (early childhood, primary and secondary), type of qualification and type of provider. Findings were considered within a framework of contemporary national and international research and implications identified for future research, policy and practice in initial teacher education. This project confirms that initial teacher education is incredibly complex and multi-faceted and that New Zealand qualifications reflect many of the achievements and the challenges of implementing quality teacher education that are experienced internationally. The official documentation reveals that there is a general lack of explicit coherence among components of many qualifications, that in some cases there is no clearly articulated conceptual or theoretical base underpinning qualifications, and, that, in the documentation of many qualifications, there are conspicuous silences surrounding aspects of initial teacher education critical to the New Zealand context. There is also evidence that the regulatory and compliance environment within which providers operate is sometimes perceived as distracting, rather than ensuring quality. This national project has enabled us to identify key areas for further and ongoing attention both by individual providers of initial teacher education and, more importantly, by the professional community of teacher education in collaboration with the Ministry of Education, the New Zealand Teachers Council and others. We need to determine, and thence articulate more clearly, the fundamental goals of initial teacher education and to demonstrate how programmes of ITE are coherent in their underlying values, goals, design, curriculum, pedagogy and implementation. There is a need also to consider how current external quality assurance processes can be made more coherent with fundamental goals of initial teacher education and the research on theory and practice that underpins these goals

Conceptions of ‘research’ and their gendered impact on research activity: A UK case study

This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research and Development in 2020, available online: DOI to be added when available.The last twenty years have seen an increased emphasis around the world on the quality and quantity of research in response to national research assessments, international league tables, and changes in government funding. The prevailing attitude in higher education embeds research as the ‘gold standard’ in the context of academic activity. However, a key feature of this trend is significant gender differences in research activity. We argue that research productivity is related to identification as a researcher, and that identifying as ‘research-active’ or not would appear to depend upon how an individual academic subjectively defines ‘research’. This article brings together two hitherto separate bodies of work 1) the impact of gender on academic research careers, and 2) academic conceptions of research. Through a combination of interviews, focus groups and questionnaires, we investigate the extent to which interpretations of ‘research’ and ‘research activity’ differ by gender within an institution in the UK and the potential impact of these interpretations. Although the research found that there are many similarities in the interpretations of ‘research activity’ between genders, we found one important difference between male and female participants’ conceptions of research and its relationship to teaching. Significantly, our findings suggest that there is a need to expand our existing conceptualisations of ‘research’ to include ‘research as scholarship’ in order to address the obstacles that current understanding of ‘research’ have placed on some academics. Self-definition as a researcher underlies research activity. A narrow conception of ‘research’ may prevent individuals from identifying as ‘research-active’ and therefore engaging with research

The psychological-type profile of lay church leaders in Australia

A sample of 845 lay church leaders (444 women and 401 men) from a range of 24 different denominations and movements (including house churches and independent churches) completed the Francis Psychological-Type Scales within the context of the 2006 Australian National Church Life Survey. The psychological-type profiles of these lay church leaders were almost identical to the type profiles of 1527 Australian churchgoers (936 women and 591 men) published in an earlier study by Robbins and Francis. The predominant types among female lay church leaders were ISFJ (21%), ESFJ (21%), and ISTJ (18%). The predominant types among male lay church leaders were ISTJ (28%), ISFJ (17%), ESTJ (13%), and ESFJ (12%). The SJ temperament accounted for 67% of the female lay church leaders and for 70% of the male lay church leaders. The strengths and weaknesses of the SJ leadership style are discussed

Human Herpesvirus 8 Seropositivity Among Sexually Active Adults in Uganda

Sexual transmission of human herpesvirus 8 (HHV8) has been implicated among homosexual men, but the evidence for sexual transmission among heterosexual individuals is controversial. We investigated the role of sexual transmission of HHV8 in a nationally representative sample in Uganda, where HHV8 infection is endemic and transmitted mostly during childhood.The study population was a subset of participants (n = 2681) from a population-based HIV/AIDS serobehavioral survey of adults aged 15-59 years conducted in 2004/2005. High risk for sexual transmission was assessed by questionnaire and serological testing for HIV and herpes simplex virus 2. Anti-HHV8 antibodies were measured using two enzyme immunoassays targeting synthetic peptides from the K8.1 and orf65 viral genes. The current study was restricted to 2288 sexually active adults. ORs and 95% CIs for HHV8 seropositivity were estimated by fitting logistic regression models with a random intercept using MPLUS and SAS software.The weighted prevalence of HHV8 seropositivity was 56.2%, based on 1302 seropositive individuals, and it increased significantly with age (P(trend)<0.0001). In analyses adjusting for age, sex, geography, education, and HIV status, HHV8 seropositivity was positively associated with reporting two versus one marital union (OR:1.52, 95% CI: 1.17-1.97) and each unit increase in the number of children born (OR: 1.04, 95% CI: 1.00-1.08), and was inversely associated with ever having used a condom (OR: 0.64, 95% CI: 0.45-0.89). HHV8 seropositivity was not associated with HIV (P = 0.660) or with herpes simplex virus 2 (P = 0.732) seropositivity. Other sexual variables, including lifetime number of sexual partners or having had at least one sexually transmitted disease, and socioeconomic variables were unrelated to HHV8 seropositivity.Our findings are compatible with the conclusion that sexual transmission of HHV8 in Uganda, if it occurs, is weak

Bostonia: The Boston University Alumni Magazine. Volume 19

Founded in 1900, Bostonia magazine is Boston University's main alumni publication, which covers alumni and student life, as well as university activities, events, and programs

British Torture in the 'War on Terror'

Despite longstanding allegations of UK involvement in prisoner abuse during counterterrorism operations as part of the US-led ‘war on terror’, a consistent narrative emanating from British government officials is that Britain neither uses, condones nor facilitates torture or other cruel, inhuman, degrading treatment and punishment. We argue that such denials are untenable. We have established beyond reasonable doubt that Britain has been deeply involved in post-9/11 prisoner abuse, and we can now provide the most detailed account to date of the depth of this involvement. We argue that it is possible to identify a peculiarly British approach to torture in the ‘war on terror’, which is particularly well-suited to sustaining a narrative of denial. To explain the nature of UK involvement, we argue that it can be best understood within the context of how law and sovereign power have come to operate during the ‘war on terror’. We turn here to the work of Judith Butler, and explore the role of Britain as a ‘petty sovereign’, operating under the state of exception established by the US Executive. UK authorities have not themselves suspended the rule of law so overtly, and indeed have repeatedly insisted on their commitment to it. They have nevertheless been able to construct a rhetorical, legal and policy ‘scaffold’ that has enabled them to demonstrate at least procedural adherence to human rights norms, while at the same time allowing UK officials to acquiesce in the arbitrary exercise of sovereignty over individuals who are denied any access to appropriate representation or redress in compliance with the rule of law

Antibody attributes that predict the neutralization and effector function of polyclonal responses to SARS-CoV-2

BACKGROUND: While antibodies can provide significant protection from SARS-CoV-2 infection and disease sequelae, the specific attributes of the humoral response that contribute to immunity are incompletely defined. METHODS: We employ machine learning to relate characteristics of the polyclonal antibody response raised by natural infection to diverse antibody effector functions and neutralization potency with the goal of generating both accurate predictions of each activity based on antibody response profiles as well as insights into antibody mechanisms of action. RESULTS: To this end, antibody-mediated phagocytosis, cytotoxicity, complement deposition, and neutralization were accurately predicted from biophysical antibody profiles in both discovery and validation cohorts. These models identified SARS-CoV-2-specific IgM as a key predictor of neutralization activity whose mechanistic relevance was supported experimentally by depletion. CONCLUSIONS: Validated models of how different aspects of the humoral response relate to antiviral antibody activities suggest desirable attributes to recapitulate by vaccination or other antibody-based interventions

Wait Up!: Attachment and Sovereign Power.

Sociologists and feminist scholars have, over many decades, characterised attachment as a social construction that functions to support political and gender conservatism. We accept that attachment theory has seen use to these ends and consider recent deployments of attachment theory as justification for a minimal State within conservative political discourse in the UK since 2009. However, we contest that attachment is reducible to its discursive construction. We consider Judith Butler's depiction of the infant attached to an abusive caregiver as a foundation and parallel to the position of the adult citizen subjected to punitive cultural norms and political institutions. We develop and qualify Butler's account, drawing on the insights offered by the work of Lauren Berlant. We also return to Foucault's Psychiatric Power lectures, in which familial relations are situated as an island of sovereign power within the sea of modern disciplinary institutions. These reflections help advance analysis of three important issues: the social and political implications of attachment research; the relationship between disciplinary and sovereign power in the affective dynamic of subjection; and the political and ethical status of professional activity within the psy disciplines.This is the final version of the article. It first appeared from Springer via http://dx.doi.org/10.1007/s10767-014-9192-

Creating a community of praxis: integrating global citizenship and development education across campus at University College Cork

The Praxis Project, established at University College Cork (UCC), Ireland, in 2018, seeks to assess possible models of best practice with regard to the integration of global citizenship and development education (GCDE) into a cross-disciplinary, cross-campus, interwoven set of subject area pedagogies, policies and practices. This study – the first part of an eventual three-part framework – asserts that the themes, theories, values, skills, approaches and methodologies relevant to transformative pedagogical work are best underpinned by ongoing staff dialogue in order to build communities of support around such systemic pedagogical change. This article is based on a collaborative study with the first cohort of UCC staff (2020–1), which demonstrates many ways in which staff and students realised that smaller actions and carefully directed attention to specific issues opened doors to transformative thinking and action in surprising ways. From this viewpoint, the striking need emerged for taking a strategic approach to how GCDE is, and should be, integrated into learning across subject areas

TERF Wars: Introduction

No abstract available