Breast cancer in Malta : a comparative study between the year 2000 and 2010

Introduction: During the last decade, Malta experienced the introduction of a number of programmes and initiatives aiming to raise risk and cancer awareness on breast cancer. The aim of this retrospective study was to assess whether the rise in breast cancer awareness influenced the presentation pattern of breast cancer in Malta. Method: The patients’ records operated for breast cancer in the year 2000 and 2010 were reviewed after sourcing the list from the Pathology Department at Mater Dei Hospital. For each case demographics, laterality, surgical procedure, histology of tumour, largest histological tumour dimension, differentiation and nodal status were collected. Results: 456 patients were studied; 171 for the year 2000 and 285 for the year 2010. Median age was 64 years (range 23-91 years) in 2000 and 59 years (range 29-96 years) in 2010. Lumpectomy or wide local excision were carried out in 41.0% of patients in 2000 and 64.7% in 2010. Mastectomy was done in 49.7% of patients in 2000 and 27.1% in 2010. Invasive ductal carcinoma of the unspecified type was the most common histological tumour in both years (68.8% in 2000, 74.7% in 2010). Peak incidence for the histological tumour dimension shifted from pT2 in 2000 to pT1c in 2010. Mean tumour size of the invasive type decreased from 28.2mm in the year 2000, to 22.9mm in the year 2010 (p value = 0.007). Histological regional lymph node metastases decreased from 52.2% in 2000 to 45.0% in 2010. Conclusion: Our study shows a trend of decrease in tumour size, less axillary node metastases and an increase in breast conservation surgery. Current initiatives and programmes appear to be effective at increasing breast cancer awareness.peer-reviewe

Internationalisation of HE in the UK: 'Where are we now and where might we go?'

This paper is based on a literature review commissioned by the Higher Education Academy in 2006 which aimed to identify existing published literature and current practices of direct relevance to the Internationalisation of Higher Education in the UK. The review was based on the assumption that a range of concerns exists, that there are emerging issues and that there are inconsistencies and gaps in the literature. The project focused on a number of questions including: what working definitions of internationalisation of higher education are in currency? what meanings are attributed to internationalisation of the curriculum? what models for institutional internationalisation are emerging? and, what curriculum models are emerging/being adopted? The literature trawl identified in excess of 300 international sources of relevance, of which, more that 100 originated in the UK. This paper draws on the analysis of these sources to determine ‘where we are’ in the UK in comparison with our Western counterparts, particularly HEIs based in Australia

Innovative learning in action (ILIA) issue one: Internationalising the curriculum

Welcome to the first edition of the University of Salford’s ‘Innovative Learning in Action’ (ILIA). The journal will be published bi-annually and is intended to provide recognition for and to celebrate the good practice of staff who - across campus - strive to innovate in pursuit of the quality learning experience. The dissemination of good practice will provide positive encouragement to those considering new approaches to student learning and support and act as a springboard for collaboration, shared experience, mutual support and reflection within and across schools and faculties. The journal aims to be inclusive, therefore the Editorial Board welcomes a varied range of contributions from those who are seasoned and experienced researchers in the field, to those who are embarking upon their first engagement with publishing in the domain; from tried and tested innovations which may be transferable to other disciplines to work in progress and embryonic developments; from academic and related staff to those performing roles in support of student learning. The tone of the journal is quite informal, providing an illustrative rather than exhaustive overview of innovations and authors are encouraged to describe and reflect upon their experiences in their own individual styles. The theme of this first edition is ‘Internationalising the Curriculum’ a concept that is at the very heart of the University’s Learning and Teaching Strategy: ‘…preparing students for careers that will be in the global economy and to enrich the wider student experience by integrating the knowledge and experience of our international students.’ (University of Salford, Strategic Framework 2003-2004) Contributions that explore innovative programmes and collaborations underway at the University provide a range of perspectives on curriculum development and design, signifying ways in which other colleagues might pursue an international agenda in their teaching and learning practice

Young people's needs : a head teacher's view

It is common to hear parents and teachers complain about how difficult the task of educating our children has become. One hears a compilation of alleged transgressions: vandalism and violence, rebellious spirits and anarchic ideas, ingratitude and excessive independence. Adults assert that they were different (that is, better!) in their younger days.peer-reviewe

Global citizenship and the role of education in the twenty-first century

This paper seeks to define concepts such as ‘citizenship’ and ‘global citizenship’ in a democracy and what it means to be ‘a good citizen’. It also seeks to explain that every individual can be ‘a good citizen’ in different situations and scenarios. Of the many agents responsible for the development of an individual, education, together with the home environment and culture, play an important part. Education is also the key to liberty and freedom, while the media is the key to accessing a wealth of information and knowledge. While referring to different modern-day scenarios and the positive and negative effects of globalization, one hopes to create or contribute to a dialogue, an inward and an outward dialogue, in order to understand further the role of education in the 21st century and the implications on active global democratic citizenship.peer-reviewe

'Our Darker Purpose' : the calculus of desire in King Lear : a Girardian reading

Rene Girard has always seen in Shakespeare's work a supreme example of his mimetic theory applied with genius in a dramatic context. He sees in King Lear a kind of summa which brings to 'a sharp focus . .. the mimetic vision.' Using key Girardian concepts like mimetic desire and rivalry, the crisis of Degree, sacred violence, and the victimage mechanism as hermeneutical tools, and applying them rigorously and systematically to the text may yieldfresh and illuminating insights into one of the greatest tragedies of Shakespeare.peer-reviewe

The Internationalisation of UK Higher Education: From ‘technical observance’ to ‘relational participation’, the road to CAPRI…

This article reflects on a review of the literature on the internationalisation of UK higher education (HE) commissioned by the Higher Education Academy (HEA) in 2006. Recent progress on some of the key themes is considered and likely issues and possibilities for the future explored. Methodology is grounded in the author’s own experience in the context of research in the field and recent developments in assessment, learning and teaching policy and practice as they affect the internationalisation agenda. Emerging themes include global citizenship and graduate attributes at the institutional level and notions of critical thinking and phronesis as they relate to the internationalised curriculum. A key consideration is how academics may be supported in developing the internationalised curriculum. The author argues that a focus on generic graduate attributes for employability could unintentionally detract institutions from a much-needed reassessment of purposes, principles and practices required by diversity. Such reassessment implies the deconstruction of our understanding of concepts like critical thinking and critical literacy in pursuit of a curriculum that embraces multiple perspectives and provides the space to cross cultural boundaries through the deployment of threshold concepts in teaching and learning strategies. While acknowledging that facilitating border-crossing may seem quite alien to some teachers in HE, it is argued that the most effective way forward is via a research-informed and evidence-based approach to curriculum design rather than a ‘best-practice checklist’ approach

Innovative learning in action (ILIA) issue three: Employability, enterprise & entrepreneurship

The theme of the 3rd issue of ILIA is Employability, Enterprise and Entrepreneurship, reflecting the University of Salford’s Learning and Teaching Strategy and our Goal “To produce graduates with the skills, creativity, confidence and adaptability to succeed in the labour market and make a meaningful contribution to society”. The creativity, problem solving and change orientation this implies recognizes Salford’s distinctive strengths in this regard, and provides us with a conceptualization of employability which embraces enterprise and entrepreneurship, manifest in the form of selfemployment, but equally relevant to those working within organizations i.e. to intrapreneurship. The contributions to this edition provide us with examples of excellent practice demonstrating how practitioners at Salford have responded to the challenge of providing a quality learning experience for our students. Consideration of the papers and snapshots reveal how colleagues have embedded employability into teaching and learning and assessment strategies, and into frameworks of student support, in differing and innovative ways, across the institution. As this edition of ILIA goes to print work is underway to develop an Employability Policy and Strategy for the University. Designed to provide a coherent and progressive approach to Employability, Enterprise and Careers Education and Guidance, this Strategy will be able to build on the good practice evident both in this edition of ILIA and across the institution. ILIA therefore has once again provided us with a range of perspectives on a key area of curriculum design and development. It also has provided an opportunity to reflect on practice and student learning, to share experience and hopefully to identify future areas for collaboration

Social class, language and power ‘Letter to a teacher’ : Lorenzo Milani and the school of Barbiana

The link between language and power and the indispensible and urgent need for the oppressed to master the dominant language for emancipatory purposes are among the recurrent themes of Lettera a una professoressa. Developing communicative abilities and learning the ‘art’ of writing are seen by the authors of the Lettera as instruments of empowerment and means to resist the dominant location of hegemonic groups who reproduce their power through an education process that self-serves the interests of the most powerful. One of the main notions expressed constantly throughout the Lettera is that each and every child can learn how to reflect on his/her use of different languages, including the mother tongue, and that all learning experiences in life are valuable, regardless of one’s socioeconomic status. However, when children with different backgrounds start attending school they go through different experiences, even because of the form of language used by teachers: in some cases this may be a natural transition from what they are exposed to at home, even in their pre-school years; in other cases the language of schooling is totally different, the language register may be more formal and the variety used may approach standard forms which contrast with local or regional varieties used at home. The language of schooling may therefore represent one of the first obstacles towards the socialisation and integration of some pupils.peer-reviewe