The Policy and Practice of Public Primary Curriculum in India - A study of textbooks in public primary schools of District Morigaon (Assam) and District Medak (Andhra Pradesh)

The passing of Right of Children to Free and Compulsory Education Act (2009) provides a new policy context and a new series of opportunities to strengthening the quality dimensions of primary education in India. The Act further reinforces the suggestions made by the National Curriculum Framework of 2005. Given the recent developments where new provisions are put into place for revision of textbooks, teacher recruitment and training, student assessment and tracking, and so on, we hope that this study contributes to the understanding of district-level concerns pertaining to public primary textbooks and the wider curriculum approach. This working paper is second in the series of three research studies conducted under MDEP’s first year’s commitment to understand and analyze the primary education scenario in the two districts. The purpose of this paper is to present the findings of empirical research to study the key gaps and challenges in the policies and practices pertaining to curriculum in public primary schools in our two districts of Morigaon, Assam and Medak, Andhra Pradesh. The paper concludes with a list of recommendations to the local governments and education authorities that it has derived from an assimilation of findings from different sources. It encourages the local departments of education to view educational needs of their region through an integrated approach. It encourages the local offices to partner with other actors in the field to better understand educational quality and achievement and its determining factors: student health and nutrition, textbook design, teacher training, school participation, district level education and budget planning, school environment, and monitoring and evaluation

In-service Teacher Training for Public Primary Schools in Rural India Findings from District Morigaon (Assam) and District Medak (Andhra Pradesh)

India has witnessed several monumental changes in the field of Elementary education in the last decade. The ratification of the Right of Child to Free and Compulsory Education Act in 2009 changed the policy landscape and opened up avenues for different stakeholders to have a series of opportunities to strengthen the quality dimensions of primary education in India. However, given the enormity of the task much remains to be done to improve the quality of in-service teacher training in rural India. The paper represents an amalgamation of different viewpoints of teachers, cluster resource coordinators, resource persons, and staff members from district and state level offices of SSA, DIET, Department of Education and SCERT, on the challenges and opportunities usually associated with the in-service teacher trainings in public primary schools. The research methodology employed for this papers follows the mixed-method design, combining qualitative data from individual interviews (n=16) and focus group discussions (n=20), and observations with a cross-sectional survey of a random sample of primary school teachers (n=789) in the two districts. To guide this research, the following research objectives were identified: 1. To understand the role of teacher training in the existing pedagogic practices present in schools 2. To analyze the co-relation between the textbooks, and teacher training, and student learning in Assam and Andhra Pradesh 3. To explore ways to revamp the existing in-service teacher training programs in Assam and Andhra Pradesh so as to better support the teaching learning processes at schools

The first structure of polarity suppression protein, Psu from enterobacteria phage P4, reveals a novel fold and a knotted dimer

Psu is a capsid decoration protein of bacteriophage P4 and acts as an antiterminator of Rho-dependent transcription termination in bacteria. So far, no structures have been reported for the Psu protein or its homologues. Here, we report the first structure of Psu solved by the Hg2+ single wavelength anomalous dispersion method, which reveals that Psu exists as a knotted homodimer and is first of its kind in nature. Each monomer of Psu attains a novel fold around a tight coiled-coil motif. CD spectroscopy and the structure of an engineered disulfide-bridged Psu derivative reveal that the protein folds reversibly and reassembles by itself into the knotted dimeric conformation without the requirement of any chaperone. This structure would help to explain the functional properties of the protein and can be used as a template to design a minimal peptide fragment that can be used as a drug against Rho-dependent transcription termination in bacteria

Expression of hsp 27, hsp 60, hsc 70, and hsp 70 stress response genes in cultured human urothelial cells (UROtsa) exposed to lethal and sublethal concentrations of sodium arsenite.

The stress response is one mechanism that the bladder urothelium could potentially employ to protect itself from cellular damage after exposure to arsenic and, in so doing, influence the shape of the dose-response curve at low concentrations of exposure to this environmental pollutant. In the present study, we used the cultured human urothelial cell line UROtsa, a model of human urothelium, to determine the expression of heat shock proteins hsp 27, hsp 60, hsc 70, and hsp 70 after acute and extended exposure of the cells to lethal and sublethal levels of sodium arsenite (NaAsO2). Acute exposure was modeled by exposing confluent cultures of UROtsa cells to 100 micro M NaAsO2 for 4 hr followed by a 48-hr recovery period. Extended exposure was modeled by exposing confluent UROtsa cells to 1, 4, and 8 micro M NaAsO2 for 16 days, with the highest concentration producing cell death by 4 days of exposure. The expression of hsp 27, hsp 60, hsc 70, and hsp 70 mRNA and protein was determined by reverse-transcription polymerase chain reaction and Western analysis. Cell viability was determined by the MTT [(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide] assay. The results demonstrated that the expression of hsp 27, hsp 60, and hsc 70 mRNA and protein were not consistently increased by either acute or extended exposure to NaAsO2. In contrast, hsp 70 expression was induced by NaAsO2 after both acute and extended exposure. The degree and duration of the induction of the hsp 70 protein in the extended time course of exposure to NaAsO2 correlated directly with UROtsa cell cytotoxicity. The substantial level of basal expression of hsp 27, hsp 60, and hsc 70 shown previously in human bladder urothelium, coupled with the inducible expression of hsp 70, could provide the human urothelium with a mechanism to withstand and recover from a low level of arsenite exposure

Colistin, the last resort antibiotic: challenges in the implementation of its routine susceptibility testing

Background: colistin has become a critical antibiotic for lifethreatening multidrug resistance Gram-negative infections, particularly carbapenemase-producing bacteria. Detecting colistin resistance in routine microbiology laboratories is crucial for combating these fatal infections poses a challenge. Especially in developing countries, there is a need for a cost-effective, rapid, and user-friendly diagnostic method. Objective: implementing the various available methods for colistin testing is a significant challenge in resource-limited settings due to logistic difficulties and the need for technical expertise. Materials and Methods: this study shares experiences and insights gained while implementing in-vitro colistin susceptibility testing in a high-load bacteriology laboratory of a tertiary care center in Delhi, India. The following test methods for colistin susceptibility testing were incorporated in the routine antimicrobial susceptibility testing of our laboratory: Colistin Agar Test, Colistin Broth Disk Elution Test, Broth Microdilution susceptibility testing. Results: inconsistent growth patterns were observed in the colistin agar dilution Minimum Inhibitory Concentration (MIC) method, which could be resolved only after the preparation of fresh plates containing that specific concentration of colistin. The contamination issue of plates on use over a few days was addressed by pouring agar containing various concentrations of colistin in cottonplugged glass tubes. In the colistin broth disk elution test, due to the non-availability of screw-capped 10 mL glass tubes, MacCornety bottles (30 mL) were used. Subcultures were performed from the turbid wells to rule out the growth of contaminants when encountering discordant MIC values or skipped wells on the colistin broth microdilution test. Conclusions: despite several technical issues in in-vitro colistin susceptibility testing, we have successfully implemented it in our laboratory. Our experiences can offer guidance to laboratories that are still in the process of implementing it

Seed Longevity in Legumes: Deeper Insights Into Mechanisms and Molecular Perspectives

Sustainable agricultural production largely depends upon the viability and longevity of high-quality seeds during storage. Legumes are considered as rich source of dietary protein that helps to ensure nutritional security, but associated with poor seed longevity that hinders their performance and productivity in farmer's fields. Seed longevity is the key determinant to assure proper seed plant value and crop yield. Thus, maintenance of seed longevity during storage is of prime concern and a pre-requisite for enhancing crop productivity of legumes. Seed longevity is significantly correlated with other seed quality parameters such as germination, vigor, viability and seed coat permeability that affect crop growth and development, consequently distressing crop yield. Therefore, information on genetic basis and regulatory networks associated with seed longevity, as well as molecular dissection of traits linked to longevity could help in developing crop varieties with good storability. Keeping this in view, the present review focuses towards highlighting the molecular basis of seed longevity, with special emphasis on candidate genes and proteins associated with seed longevity and their interplay with other quality parameters. Further, an attempt was made to provide information on 3D structures of various genetic loci (genes/proteins) associated to seed longevity that could facilitate in understanding the interactions taking place within the seed at molecular level. This review compiles and provides information on genetic and genomic approaches for the identification of molecular pathways and key players involved in the maintenance of seed longevity in legumes, in a holistic manner. Finally, a hypothetical fast-forward breeding pipeline has been provided, that could assist the breeders to successfully develop varieties with improved seed longevity in legumes

COVID-19 vaccination up-take in three districts of Nepal

Vaccine hesitancy during the COVID-19 pandemic continues to be an issue in terms of global efforts to decrease transmission rates. Despite high demand for the vaccines in Nepal, the country still contends with challenges related to vaccine accessibility, equitable vaccine distribution, and vaccine hesitancy. Study objectives were to identify: 1) up-take and intention for use of COVID-19 vaccines, 2) factors associated with vaccine up-take, and 3) trusted communication strategies about COVID-19 and the vaccines. A quantitative survey was implemented in August and September 2021 through an initiative at the Nepali Ministry of Health and Population Department of Health Services, Family Welfare Division. Data were collected from 865 respondents in three provinces (Bagmati, Lumbini, and Province 1). Ordinal multivariate logistic regression was utilized to determine relationships between vaccination status and associated factors. Overall, 62% (537) respondents were fully vaccinated and 18% (159) were partially vaccinated. Those respondents with higher education (p \u3c .001) and higher household income (p \u3c .001) were more likely vaccinated. There were also significant differences in vaccine up-take across the three provinces (p \u3c .001). Respondents who were vaccinated were significantly more likely to perceive vaccines as efficacious in terms of preventing COVID-19 (p = .004) and preventing serious outcomes (p = .010). Among both vaccinated and unvaccinated individuals, there was a high level of trust in information about COVID-19 vaccines provided through local health-care workers [e.g. nurses and physicians]. These results are consistent with other findings within the South Asia region. Targeted advocacy and outreach efforts are needed to support ongoing COVID-19 vaccination campaigns throughout Nepal

Mortality and pulmonary complications in patients undergoing surgery with perioperative SARS-CoV-2 infection: an international cohort study

Background: The impact of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) on postoperative recovery needs to be understood to inform clinical decision making during and after the COVID-19 pandemic. This study reports 30-day mortality and pulmonary complication rates in patients with perioperative SARS-CoV-2 infection. Methods: This international, multicentre, cohort study at 235 hospitals in 24 countries included all patients undergoing surgery who had SARS-CoV-2 infection confirmed within 7 days before or 30 days after surgery. The primary outcome measure was 30-day postoperative mortality and was assessed in all enrolled patients. The main secondary outcome measure was pulmonary complications, defined as pneumonia, acute respiratory distress syndrome, or unexpected postoperative ventilation. Findings: This analysis includes 1128 patients who had surgery between Jan 1 and March 31, 2020, of whom 835 (74·0%) had emergency surgery and 280 (24·8%) had elective surgery. SARS-CoV-2 infection was confirmed preoperatively in 294 (26·1%) patients. 30-day mortality was 23·8% (268 of 1128). Pulmonary complications occurred in 577 (51·2%) of 1128 patients; 30-day mortality in these patients was 38·0% (219 of 577), accounting for 81·7% (219 of 268) of all deaths. In adjusted analyses, 30-day mortality was associated with male sex (odds ratio 1·75 [95% CI 1·28–2·40], p\textless0·0001), age 70 years or older versus younger than 70 years (2·30 [1·65–3·22], p\textless0·0001), American Society of Anesthesiologists grades 3–5 versus grades 1–2 (2·35 [1·57–3·53], p\textless0·0001), malignant versus benign or obstetric diagnosis (1·55 [1·01–2·39], p=0·046), emergency versus elective surgery (1·67 [1·06–2·63], p=0·026), and major versus minor surgery (1·52 [1·01–2·31], p=0·047). Interpretation: Postoperative pulmonary complications occur in half of patients with perioperative SARS-CoV-2 infection and are associated with high mortality. Thresholds for surgery during the COVID-19 pandemic should be higher than during normal practice, particularly in men aged 70 years and older. Consideration should be given for postponing non-urgent procedures and promoting non-operative treatment to delay or avoid the need for surgery. Funding: National Institute for Health Research (NIHR), Association of Coloproctology of Great Britain and Ireland, Bowel and Cancer Research, Bowel Disease Research Foundation, Association of Upper Gastrointestinal Surgeons, British Association of Surgical Oncology, British Gynaecological Cancer Society, European Society of Coloproctology, NIHR Academy, Sarcoma UK, Vascular Society for Great Britain and Ireland, and Yorkshire Cancer Research

Practising inclusive education in an Indian context: Taking the agenda forward

Despite widespread interest in education for children with disabilities, research in India has predominantly been focussed on issues around access, attitudes of teachers towards students with disabilities and challenges to implementing inclusive education. However, there is a need to move away from focusing solely on issues of access and challenges towards a deeper understanding of how inclusive educations systems are developed. My research addresses this crucial gap through a study that critically explores how inclusive education is perceived and practised in a set of government schools that have an explicit mandate to focus on inclusive education. These schools are operated by an NGO called Muktangan under a public-private partnership with the Municipal Corporation of Greater Mumbai (MCGM) in Mumbai, India. Adopting a qualitative case study approach, I conducted 140 interviews and 21 classroom observations across three schools, over a period of 10 months. Through deep immersion in the field, I gathered perspectives and observed practices of various members in these schools, including teachers, students with and without disabilities, teacher trainers, and members of the school leadership team. I analysed the empirical data thematically and applied the 3E framework of Entry, Engagement and Empowerment by Singal (2004; 2013) to discuss the complexity in the development of inclusive education systems in these schools. The empirical findings show that there has been a conscious effort to embed inclusive practices in their teacher training, the curriculum, and pedagogy, thereby developing and sustaining support for diverse learners, including children with disabilities through their whole school approach. They implement regular capacity-building, subject specific strategies and classroom management using flexible furniture, timetables etc., activity-based teaching and learning, individualised attention, peer learning as well as customised assessments aimed at including diverse learners in the classrooms. The foremost enabler identified by members of the school for including children with disabilities and difficulties in learning is their special education department called the Learning Resource Group (LRG), which comprises two special education teachers in each school. Additionally, teachers listed that receiving structured support, and having access to socio-emotional support created a sense of community that enabled them to include diverse learners. Members of the schools reported time constraints, the need to expand the role of LRG, teaching students with ‘behaviour problems’, lack of training in Braille and sign language for supporting children with significant sensory disabilities and lack of physical access for some students due to the schools being located within inaccessible government school buildings as challenges to implementing inclusive education. Students reported strong friendships with their peers and close relationships with their teachers that created a sense of belongingness, on the one hand, whilst also reporting incidents of ‘teasing’ due to their disabilities or personal circumstances, on the other. The data highlighted that the wider school culture embraces inclusive education in a holistic manner that takes into account the intersectional identities of the students, teachers, and other staff in these schools. Finally, drawing on the findings, a roadmap for including diverse learners in teaching and learning within mainstream Indian schools and more widely at the Indian policy level under the ambit of the Right to Education Act, 2009 and National Education Policy, 2020, is presented. Keywords: inclusive education, disabilities, mainstream schools, India, whole school approachCambridge Trus

Happiness curricula and social emotional development; the role of curricula, pedagogy, reflection and teacher student relations

In India, over the past few years, happiness curricula have been rolled out to nearly 35,000+ schools across two North Indian states. Through the current project, we aim to explore the localized perceptions and experiences of teachers and students. We seek to explore a) teachers', parents’ and children's perceptions of SEL, b) their experiences of the intervention, c) their perceptions of the impact of the intervention on SEL, wellbeing, and positive relations, d) and the key processes that underpin the implementation of the program. Additionally, e) the study also plans to cocreate a contextually appropriate tool to measure SEL through iterative feedback from teachers and students. The study does not explore the impact of the intervention but rather seeks to explore experiences, conceptualizations, and processes underpinning it. The impact evaluation is in the form of the perceived impact of the program as experienced by teachers and students