The introduction of cyberhunts as a teaching and learning strategy to guide teachers towards the integration of computer technology in schools

This study, which is based on a computer literacy teacher development programme that included introducing the teacher participants to the Internet, investigated whether the development of teacher ICT skills through the design of cyberhunts in a learning-as-design context, has the potential to promote the critical and developmental outcomes which form the basis of the South African National Curriculum Statement (NCS) and Draft White Paper on e-Education. The research was conducted within the post-positivist paradigm underpinned by a critical realist position and made use of qualitative and quantitative data1 gathering methods (mixed research) within an interpretative case study. Several different quantitative and qualitative data collection tools were used. Quantitative data gathering tools that had been used comprised of Likert scale questionnaires, a computer skills questionnaire, as well as certain sections within semi-closed-openended questionnaires. The qualitative data gathering tools that had been used were semi-closed-openended questionnaires, journal reflection sheets, observation and interviews. Ontologically the research was informed by a critical-realist perspective, epistemologically by a socio-cultural perspective; including situated learning within communities of practice; recognising the cognitive, social and situated learning dimension of teacher learning. Methodologically an interpretive case study approach was used, as the aim was to explore and investigate what the participants experienced, perceived and to understand the participants: what they felt, how they felt and why they felt and responded in certain ways. Initially the study focused on identifying how ready the participating schools and their participating teachers were in terms of the implementation and integration of Information and Communications Technology (ICT) with reference to first- and second order barriers. The findings suggest that addressing the first- and second order barriers is a vital aspect when assisting schools to move towards ICT integration. The next phase of the research focused on whether the cyberhunt design approach is capable of developing the critical outcomes of the NCS, whether it promotes motivation and interest, and whether it promotes collaboration. Both the quantitative and qualitative data portrayed positive results regarding the perceptions of the participating teachers in the cyberhunt design approach related to the critical and 1PLEASE NOTE: All the data referred to as in the appendix and all appendices are attached to this thesis on a CD containing the portable document format (PDF) files. This can be found at the back. iv developmental outcomes with reference to search and research, reading attitude, decision making, planning skills - which include time management and goal setting, knowledge and skills related to composing questions on different cognitive levels, computer skills, reflection and design skills. Positive results were also found related to audience, confidence, mental effort, motivation, interest and collaboration. The probabilities (p values) and practical statistical significance in the form of Cohen's d, were highly significant. The teachers’ final cyberhunt products suggest that the majority of the participants had obtained basic cyberhunt design skills. However, in spite of the positive results, it was found that not all teachers are yet ready to implement this approach exactly as it is intended. When interpreted within an activity theory perspective; the positive results might be attributed to the unmediated functioning of the rules, division of labour and community aspects of the theory, while the conditions required by complexity theory for the development of a complex learning community appear to have been met by the implementation of cyberhunts as a strategy. The conditions for enabling the development of a complex learning community; namely internal diversity, redundancy, decentralised control, organised randomness and neighbour interaction; also appear to have interacted with the unmediated aspects of activity theory in developing consensual rules and through the negotiation of the division of labour located within the community. In a like manner, positive results related to search and research, decision making, questioning, computer skills, reflection, design skills and audience reported can most likely be attributed to the functioning of the mediational tools as described by activity theory such as the computer technology, the Internet, the software that had been used and language. The data thus suggest that the interaction between both the unmediated elements and higher order mediated elements of activity theory, have most likely been the defining factors which created high levels of motivation, interest, collaboration and a positive classroom culture through which the critical and developmental outcomes of the South Africa curriculum can possibly be achieved within a complex learning community. The study also investigated how the teacher development process regarding ICT implementation should be managed. This study found that the acronym CRAR3FS2 holds the key to teacher development and classroom implementation. This acronym represents the verbs or actions that the participating teachers highly valued during implementation and what they have indicated as being important, namely: Care, Relate, Assess, Reflect, Read, Re-Plan, Feedback, Share and Support

Learners' perceptions of creating a collaborative hypermedia product: an exploratory case study at Mount Pleasant Primary School

The Ministry of Education (SICTE, 2002) states that the widespread introduction of computers in schools should support Curriculum 2005 and that computer technology is part and parcel of making schools the center of community life. The vision is to establish Smart Schools: schools that are reinvented in terms of teaching-learning practices to prepare learners for the information era (SICTE, 2002). Kafai (1996:71) has found that conventional school assignments rarely give learners the opportunity to spend a great deal of time on complex projects. As a result, many learners have little experience in design: planning, problem solving, researching, dealing with time constraints, modifying expectations and synthesizing everything in a project. Research by Carver, Lehrer, Connell and Erickson (1992); Lehrer, (1993); Lehrer, Erickson and Connell (1994); Kafai (1996); Liu and Hsiao (2002) and Liu (2002) indicates that the design of hypermedia artefacts can assist in providing experience in design. To date, no equivalent research has been conducted in South Africa to ascertain the perceptions of learners regarding the creation of a hypermedia artefact over an extended period of time and whether some of the critical outcomes specified in Curriculum 2005 can be addressed in such a learning-by-design hypermedia project. This study shows that design skills and aspects related to the critical outcomes of Curriculum 2005 can be achieved. Furthermore, it indicates that this kind of project encourages interest, motivation and collaboration. In addition, it suggests that learners experience the role of the teacher as different and prefer such a learning environment. In spite of the positive results, some aspects that need attention for future implementation are suggested

Phenotypic analysis of peripheral B cell populations during Mycobacterium tuberculosis infection and disease

Abstract Background Mycobacterium tuberculosis (Mtb) remains an unresolved threat resulting in great annual loss of life. The role of B cells during the protective immunity to Mtb is still unclear. B cells have been described as effector cells in addition to their role as antibody producing cells during disease. Here we aim to identify and characterize the frequency of peripheral B-cell subpopulations during active Tuberculosis and over treatment response. Analysis were done for both class switched (CS) and non-class switched (NCS) phenotypes. Methods We recruited participants with active untreated pulmonary Tuberculosis, other lung diseases and healthy community controls. All groups were followed up for one week from recruitment and the TB cases till the end of treatment (month 6). Results Peripheral blood samples were collected, stained with monoclonal antibodies to CD19 + cells, Immunoglobulin (Ig) M, plasma cells (CD 138 + ), marker of memory (CD27 + ), immune activation (CD23 + ) and acquired on a flow cytometer. Circulating Marginal zone B cells (CD19 + IgM + CD23 − CD27 + ) and memory phenotypes are able to distinguish between TB diagnosis and end of treatment. The frequency of mature B cells from TB cases are lower than that of other-lung diseases at diagnosis. A subpopulation of activated memory B cells (CD19 + IgM + CD23 + CD27 + ) cells are present at the end of TB treatment. Conclusions This study identified distinctive B cell subpopulations present during active TB disease and other lung disease conditions. These cell populations warrants further examination in larger studies as it may be informative as cell markers or as effectors/regulators in TB disease or TB treatment response

Human rights in diverse education contexts

The focus of this publication is on answering the central research question: How can Human Rights be advanced with regard to different kinds of diversities, and in different educational settings? The publication pays special attention to the advancement of human rights in a variety of education-related contexts, in keeping with human rights as a declared national priority for both society at large and the education system. One strategic priority of the Faculty of Education is research based on market requirements and needs. This book strives towards meeting this expectation by directly aiming at building human rights and social justice in the South African society, public schools and higher education institutions. Adjudication in the education context of the constitutional values of dignity, equality and freedom focusses regularly on learners. The book highlights the value of education for full-fledged citizenship by delineating what schooling should entail to inspire learners towards both claiming equal freedoms and rights and taking accountability for the responsibilities attached to citizenship

Medroxyprogesterone Acetate Alters Mycobacterium Bovis BCG-Induced Cytokine Production in Peripheral Blood Mononuclear Cells of Contraceptive Users

Most individuals latently infected with Mycobacterium tuberculosis (M.tb) contain the infection by a balance of effector and regulatory immune responses. This balance can be influenced by steroid hormones such as glucocorticoids. The widely used contraceptive medroxyprogesterone acetate (MPA) possesses glucocorticoid activity. We investigated the effect of this hormone on immune responses to BCG in household contacts of active TB patients. Multiplex bead array analysis revealed that MPA demonstrated both glucocorticoid and progestogenic properties at saturating and pharmacological concentrations in peripheral blood mononuclear cells (PBMCs) and suppressed antigen specific cytokine production. Furthermore we showed that PBMCs from women using MPA produced significantly lower levels of IL-1α, IL-12p40, IL-10, IL-13 and G-CSF in response to BCG which corresponded with lower numbers of circulating monocytes observed in these women. Our research study is the first to show that MPA impacts on infections outside the genital tract due to a systemic effect on immune function. Therefore MPA use could alter susceptibility to TB, TB disease severity as well as change the efficacy of new BCG-based vaccines, especially prime-boost vaccine strategies which may be administered to adult or adolescent women in the future

Distinct serum biosignatures are associated with different tuberculosis treatment outcomes.

Biomarkers for TB treatment response and outcome are needed. This study characterize changes in immune profiles during TB treatment, define biosignatures associated with treatment outcomes, and explore the feasibility of predictive models for relapse. Seventy-two markers were measured by multiplex cytokine array in serum samples from 78 cured, 12 relapsed and 15 failed treatment patients from South Africa before and during therapy for pulmonary TB. Promising biosignatures were evaluated in a second cohort from Uganda/Brazil consisting of 17 relapse and 23 cured patients. Thirty markers changed significantly with different response patterns during TB treatment in cured patients. The serum biosignature distinguished cured from relapse patients and a combination of two clinical (time to positivity in liquid culture and BMI) and four immunological parameters (TNF-?, sIL-6R, IL-12p40 and IP-10) at diagnosis predicted relapse with a 75% sensitivity (95%CI 0.38-1) and 85% specificity (95%CI 0.75-0.93). This biosignature was validated in an independent Uganda/Brazil cohort correctly classifying relapse patients with 83% (95%CI 0.58-1) sensitivity and 61% (95%CI 0.39-0.83) specificity. A characteristic biosignature with value as predictor of TB relapse was identified. The repeatability and robustness of these biomarkers require further validation in well-characterized cohorts

Country-level gender inequality is associated with structural differences in the brains of women and men

男女間の不平等と脳の性差 --男女間の不平等は脳構造の性差と関連する--. 京都大学プレスリリース. 2023-05-10.Gender inequality across the world has been associated with a higher risk to mental health problems and lower academic achievement in women compared to men. We also know that the brain is shaped by nurturing and adverse socio-environmental experiences. Therefore, unequal exposure to harsher conditions for women compared to men in gender-unequal countries might be reflected in differences in their brain structure, and this could be the neural mechanism partly explaining women’s worse outcomes in gender-unequal countries. We examined this through a random-effects meta-analysis on cortical thickness and surface area differences between adult healthy men and women, including a meta-regression in which country-level gender inequality acted as an explanatory variable for the observed differences. A total of 139 samples from 29 different countries, totaling 7, 876 MRI scans, were included. Thickness of the right hemisphere, and particularly the right caudal anterior cingulate, right medial orbitofrontal, and left lateral occipital cortex, presented no differences or even thicker regional cortices in women compared to men in gender-equal countries, reversing to thinner cortices in countries with greater gender inequality. These results point to the potentially hazardous effect of gender inequality on women’s brains and provide initial evidence for neuroscience-informed policies for gender equality

Country-level gender inequality is associated with structural differences in the brains of women and men

Gender inequality across the world has been associated with a higher risk to mental health problems and lower academic achievement in women compared to men. We also know that the brain is shaped by nurturing and adverse socio-environmental experiences. Therefore, unequal exposure to harsher conditions for women compared to men in gender-unequal countries might be reflected in differences in their brain structure, and this could be the neural mechanism partly explaining women's worse outcomes in gender-unequal countries. We examined this through a random-effects meta-analysis on cortical thickness and surface area differences between adult healthy men and women, including a meta-regression in which country-level gender inequality acted as an explanatory variable for the observed differences. A total of 139 samples from 29 different countries, totaling 7,876 MRI scans, were included. Thickness of the right hemisphere, and particularly the right caudal anterior cingulate, right medial orbitofrontal, and left lateral occipital cortex, presented no differences or even thicker regional cortices in women compared to men in gender-equal countries, reversing to thinner cortices in countries with greater gender inequality. These results point to the potentially hazardous effect of gender inequality on women's brains and provide initial evidence for neuroscience-informed policies for gender equality