Sustaining Productive Collaboration Between Faculties and Schools

Work integrated learning which is terminology now very familiar to all universities’ faculty members, has always been integral to initial teacher education programs. As a result of the complexities involved in this field, building effective partnerships with schools continues to be a major focus of education faculties. These complexities around a partnership between two very different institutional contexts require negotiating a relationship that is of value to all involved. The concept of communities of practice can provide a framework to establish the collaboration needed. The Australian Commonwealth government conducted in 2007 a national inquiry into the effectiveness of the teacher education programs in Australia (Commonwealth of Australia, 2007). One of the recommendations from the inquiry was to provide funds directly to Education faculties to assist in the improvement of the professional experience (or practicum) component of teacher education courses. This paper describes and examines a project that was funded and implemented in 2009. Project Supervision aimed to develop professional development materials for school supervisors/mentors. The process to achieve this was designed by the author around a community of practice involving teachers – both experienced and preservice – and teacher educators

Project Evidence: Responding to the Changing Professional Learning Needs of Mentors in Initial Teacher Education

This positioning paper seeks to contribute to the knowledge base of the changing professional learning needs of supervising or mentor teachers in initial teacher education. To do so, we draw from the work of Project Evidence, an Australian Office of Learning and Teaching funded project, designed to support teacher education through the development of a professional learning website. Our focus in this paper is our growing understanding of the complex work of teachers as they navigate new supervisory and mentoring roles in the current education context of high stakes standardisation. We examine the implications for their changing work practices within the policy imperative to build effective school-university partnerships in teacher education. Within this context, we discuss the ways in which Project Evidence has attempted to (re)position the emphasis of the work of the mentor teacher away from the dual role of assessor and supervisor to encompass their own professional learning

On Inventory Strategies of Online Retailers

This study focuses on inventory strategies of Internet retailers (etailers). The etailer faces options of holding her own inventory or outsourcing through the third party(ies). We assess etailer inventory strategies through mathematical modelling and numerical experiments. When ordering and holding her own stock, the etailer has full control of the order fulfillment process but bears the inventory-related risk. When outsourcing stock, etailer’s orders may not get an equal priority as for those of the third party’s own. Built upon simple operations research models, the numerical experiments suggest that the etailer is better off relying on others to fulfill orders if her demand (profit margin) is low, but should revert to the strategy of maintaining her own inventory if her sales volume (profit margin) is relatively high. Other factors are also investigated. These findings seem to confirm what are being practised in the industry

Using professional atandards : assessing work integrated learning in initial teacher education

All Australian teacher education programs must include practical experience--the practicum. It is a critical part of learning to become a teacher.  One of the major challenges in initial teacher education is to provide good quality assessment of the practicum.  Assessing the practicum is filled with tension for both the individual supervisor as well as the pre-service teacher. In 2011 the Australian National Professional Standards for Teachers were established.  On completion of teacher education programs, graduate teachers will have gained the knowledge and practice to meet the seven national standards.  For teacher preparation programs, the successful implementation of the standards will rely on the opportunities for preservice teachers to gather evidence of achieving the standards. This project focussed specifically on evidence of achievements of these standards through assessment practices during practicum.The overall aim of this project was to enhance the academic and school-based teacher educators\u27 and preservice teachers\u27 capacities and understandings of assessing the practicum.  To achieve this aim, four outcomes were developed to provide professional leaning for improving the assessment practices of the practicum: a website resource, a collaborative partnership process, a professional learning model (PLM) and a developmental \u27inventory\u27 of evidence of achievement of the first five national standards.  The website resource provides materials and activities for staff involved in the design of professional experience in initial teacher education programs, to work with partner schools and preservice teachers to facilitate high quality supervision and assessment in practicum sites.  The collaborateive partnership process used for achieving these soutcomes -- communities of reflective practitioners--is integral to the professional learning focus of the project.  It guides the use of the resource in future teacher education sites of practice.  The professional learning model and website materials emphasise the critical role that evidence-informed judgements play at school sites in learning and assessment of future teachers

Using professional standards: Assessing work integrated learning in initial teacher education: Final report 2013

All Australian teacher preparation programs must include practical experience - the practicum. It is a critical part of learning to become a teacher. One of the major challenges in initial teacher education is to provide good quality assessment of the practicum. Assessing the practicum is filled with tension for both the individual supervising teacher as well as the preservice teacher. In 2011 the Australian National Professional Standards for Teachers were established. On completion of teacher preparation programs, graduate teachers will have gained the knowledge and practice to meet the seven national standards. For teacher preparation programs, the successful implementation of the standards will rely on the opportunities for preservice teachers to gather evidence of achieving the standards. This project focused specifically on evidence of achievements of these standards through assessment practices during the practicum

Schizophyllum commune

Schizophyllum commune UTARA1 was used for lipase production under solid state fermentation (SSF) of sugarcane bagasse (SB) impregnated with used cooking oil medium. Pretreatments of steam, microwave, hydrochloric acid (HCl), sodium hydroxide (NaOH), and their combinations, such as steam-assisted HCl, steam-assisted NaOH, microwave-assisted HCl, and microwave-assisted NaOH, on the milled SB, were done prior to SSF to investigate their effects on lipase production via SSF. The highest lipase activity among the pretreated SB was 0.200 U/gSB, using steam-assisted HCl treated SB, which is lower than the lipase activity produced from the untreated SB, which was 0.413 U/gSB. Scanning Electron Microscope (SEM) imaging showed significant rupture of the SB structure after steam-assisted-HCl pretreatments where the thin walls of the SB pith were wrinkled and collapsed, with no distinctive cell wall structure. The HCl pretreated SB gave the highest crystallinity index (CrI), 91.43%, compared to the untreated, 61.90%. Conversely, microwave and NaOH pretreatments reduced the CrI, which were 46.15% and 43.36%, respectively. In this study, the results obtained indicated that pretreated SB did not improve the lipase production of Schizophyllum commune UTARA1 under SSF

Fibroblast and Lymphoblast Gene Expression Profiles in Schizophrenia: Are Non-Neural Cells Informative?

Lymphoblastoid cell lines (LCLs) and fibroblasts provide conveniently derived non-neuronal samples in which to investigate the aetiology of schizophrenia (SZ) using gene expression profiling. This assumes that heritable mechanisms associated with risk of SZ have systemic effects and result in changes to gene expression in all tissues. The broad aim of this and other similar studies is that comparison of the transcriptomes of non-neuronal tissues from SZ patients and healthy controls may identify gene/pathway dysregulation underpinning the neurobiological defects associated with SZ. Using microarrays consisting of 18,664 probes we compared gene expression profiles of LCLs from SZ cases and healthy controls. To identify robust associations with SZ that were not patient or tissue specific, we also examined fibroblasts from an independent series of SZ cases and controls using the same microarrays. In both tissue types ANOVA analysis returned approximately the number of differentially expressed genes expected by chance. No genes were significantly differentially expressed in either tissue when corrected for multiple testing. Even using relaxed parameters (p≤0.05, without multiple testing correction) there were still no differentially expressed genes that also displayed ≥2-fold change between the groups of SZ cases and controls common to both LCLs and fibroblasts. We conclude that despite encouraging data from previous microarray studies assessing non-neural tissues, the lack of a convergent set of differentially expressed genes associated with SZ using fibroblasts and LCLs indicates the utility of non-neuronal tissues for detection of gene expression differences and/or pathways associated with SZ remains to be demonstrated

Targeting Sialic Acid Dependent and Independent Pathways of Invasion in Plasmodium falciparum

The pathology of malaria is a consequence of the parasitaemia which develops through the cyclical asexual replication of parasites in a patient's red blood cells. Multiple parasite ligand-erythrocyte receptor interactions must occur for successful Plasmodium invasion of the human red cell. Two major malaria ligand families have been implicated in these variable ligand-receptor interactions used by Plasmodium falciparum to invade human red cells: the micronemal proteins from the Erythrocyte Binding Ligands (EBL) family and the rhoptry proteins from the Reticulocyte binding Homolog (PfRH) family. Ligands from the EBL family largely govern the sialic acid (SA) dependent pathways of invasion and the RH family ligands (except for RH1) mediate SA independent invasion. In an attempt to dissect out the invasion inhibitory effects of antibodies against ligands from both pathways, we have used EBA-175 and RH5 as model members of each pathway. Mice were immunized with either region II of EBA-175 produced in Pichia pastoris or full-length RH5 produced by the wheat germ cell-free system, or a combination of the two antigens to look for synergistic inhibitory effects of the induced antibodies. Sera obtained from these immunizations were tested for native antigen recognition and for efficacy in invasion inhibition assays. Results obtained show promise for the potential use of such hybrid vaccines to induce antibodies that can block multiple parasite ligand-red cell receptor interactions and thus inhibit parasite invasion

PfRH5: A Novel Reticulocyte-Binding Family Homolog of Plasmodium falciparum that Binds to the Erythrocyte, and an Investigation of Its Receptor

Multiple interactions between parasite ligands and their receptors on the human erythrocyte are a condition of successful Plasmodium falciparum invasion. The identification and characterization of these receptors presents a major challenge in the effort to understand the mechanism of invasion and to develop the means to prevent it. We describe here a novel member of the reticulocyte-binding family homolog (RH) of P. falciparum, PfRH5, and show that it binds to a previously unrecognized receptor on the RBC. PfRH5 is expressed as a 63 kDa protein and localized at the apical end of the invasive merozoite. We have expressed a fragment of PfRH5 which contains the RBC-binding domain and exhibits the same pattern of interactions with the RBC as the parent protein. Attachment is inhibited if the target cells are exposed to high concentrations of trypsin, but not to lower concentrations or to chymotrypsin or neuraminidase. We have determined the affinity, copy number and apparent molecular mass of the receptor protein. Thus, we have shown that PfRH5 is a novel erythrocyte-binding ligand and the identification and partial characterization of the new RBC receptor may indicate the existence of an unrecognized P. falciparum invasion pathwa

Graz. Schloßberg.

Blick zum Schloßberg mit Hauptbrück