Examining barriers to internationalisation created by diverse systems and structures in vocational education and training

In a global society, all educational sectors need to recognise internationalism as a core, foundational principle. Whilst most educational sectors are taking up that challenge, vocational education and training (VET) is still being pulled towards the national agenda in terms of its structures and systems, and the policies driving it, disadvantaging those who graduate from VET, those who teach in it, and the businesses and countries that connect with it. This paper poses questions about the future of internationalisation in the sector. It examines whether there is a way to create a VET system that meets its primary point of value, to produce skilled workers for the local labour market, while still benefitting those graduates by providing international skills and knowledge, gained from VET institutions that are international in their outlook. The paper examines some of the key barriers created by systems and structures in VET to internationalisation and suggests that the efforts which have been made to address the problem have had limited success. It suggests that only a model which gives freedom to those with a direct vested interest, students, teachers, trainers and employers, to pursue international co-operation and liaison will have the opportunity to succeed

Carbon market and climate negotiations.

In the wake of the Copenhagen Conference and the outstanding issue of shaping climate change mitigation for the period beyond that covered by the Kyoto protocol, this paper puts into context the various economic instruments available fot tackling climate change, and highlights the emergence, as a result of the framework of instruments provided by the Kyoto protocol, of carbon markets, (...)Economic instruments; Climate change; CO2; Carbon markets; Post-Kyoto;

What\u27s Appropriate ?: Finding a Voice for Deaf Children and Their Parents in the Education for All Handicapped Children Act

Initially, the Comment briefly reviews the EAHCA\u27s purpose and its legislative history, and describes the workings of its administrative procedures. The Comment then examines the seminal case interpreting the EAHCA, Board of Education v. Rowley, as it applies to the parents\u27 role in a deaf child\u27s education. This section of the Comment also explores the meaning currently given to free appropriate education and least restrictive environment (LRE), as well as the natural, and possibly irresolvable, tension between these requirements. Against this background, Section III of this Comment then sets out the Act\u27s unique impact on deaf children. This impact is caused not only by the characteristics of the children themselves, but by factors such as the small population of deaf children and limitations on public resources. In addition, the Comment identifies, at least partially, the potential significance of choices of educational and communication methodology for deaf students and their parents. Finally, Section IV examines how recent federal court decisions, by substantially deferring to school authorities, have effectively disenfranchised deaf children and their parents as both participants and beneficiaries of the EAHCA

What\u27s Appropriate ?: Finding a Voice for Deaf Children and Their Parents in the Education for All Handicapped Children Act

Initially, the Comment briefly reviews the EAHCA\u27s purpose and its legislative history, and describes the workings of its administrative procedures. The Comment then examines the seminal case interpreting the EAHCA, Board of Education v. Rowley, as it applies to the parents\u27 role in a deaf child\u27s education. This section of the Comment also explores the meaning currently given to free appropriate education and least restrictive environment (LRE), as well as the natural, and possibly irresolvable, tension between these requirements. Against this background, Section III of this Comment then sets out the Act\u27s unique impact on deaf children. This impact is caused not only by the characteristics of the children themselves, but by factors such as the small population of deaf children and limitations on public resources. In addition, the Comment identifies, at least partially, the potential significance of choices of educational and communication methodology for deaf students and their parents. Finally, Section IV examines how recent federal court decisions, by substantially deferring to school authorities, have effectively disenfranchised deaf children and their parents as both participants and beneficiaries of the EAHCA

Evaluating Gender Bias in Ratings of University Instructors’ Teaching Effectiveness

The purpose of this study was to examine the gender bias in student ratings of effective teaching. Students in five colleges were invited to rate instructors on three factors: interpersonal characteristics, pedagogical characteristics, and course content characteristics. We analyzed group differences based on student gender, instructor gender, and student level. Ratings of pedagogical characteristics and course content characteristics yielded significant interactions between student gender and instructor gender, but no differences were found among groups on interpersonal characteristics. We concluded that gender bias plays a role in students’ views of effective teaching in terms of how students evaluate pedagogical and content characteristics and that this bias generalizes across student levels

Open access to legacy taxonomic literature: Index Animalium & the Biodiversity Heritage Library: open access to legacy literature

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Opportunities and challenges of circulating biomarkers in neuroblastoma.

Molecular analysis of nucleic acid and protein biomarkers is becoming increasingly common in paediatric oncology for diagnosis, risk stratification and molecularly targeted therapeutics. However, many current and emerging biomarkers are based on analysis of tumour tissue, which is obtained through invasive surgical procedures and in some cases may not be accessible. Over the past decade, there has been growing interest in the utility of circulating biomarkers such as cell-free nucleic acids, circulating tumour cells and extracellular vesicles as a so-called liquid biopsy of cancer. Here, we review the potential of emerging circulating biomarkers in the management of neuroblastoma and highlight challenges to their implementation in the clinic

Developing a Program to Promote Stress Resilience and Self-Care in First Year Medical Students

Background:  Facilitating stress resilience in future physicians is an important role of medical educators and administrators. We developed and piloted an extracurricular program on stress management with first year medical students.Methods:  Presentations on topics related to mental health, help-seeking, and stress resilience were presented (one topic per session). Attendance was voluntary. Attendees were requested to complete anonymous evaluations following each presentation. Primary outcome variables were rates of agreement that the presentation (1) was interesting, (2) provided valuable information, and (3) provided information relevant for the student’s future practice as a physician.Results:  Each of the seven topics was attended on average by approximately half of the student body. Evaluations were positive in that presentations were interesting and provided information useful to maintaining balance during medical school (all had ? 85% rates of agreement). Evaluations by students were variable (41% - 88% rates of agreement) on whether each presented information relevant for future practice.Conclusions:  The results indicate that first-year medical students value explicit guidance on ways to bolster stress resilience and self-care during medical school. It is important to clarify with each presentation how the information is relevant to their future practice as a physician