Building research capacity in Education: evidence from recent initiatives in England, Scotland and Wales.

There is a pressing need to build research capacity in Education across the UK to combat the effects of the ageing research population and the increasing polarisation between research-intensive institutions and the remainder of the field. This paper draws data from three evaluations of recent initiatives across the UK to explore the necessary conditions for effectively building research capacity. Technicist and situated learning models are explored in relation to the immediate and longer term professional development of the research workforce, and we identify that central to the effectiveness of this professional learning is: (1) interpersonal support from more experienced colleagues; and (2) institutional support for research engagement, primarily in the provision of time and an infrastructure which can support research activity. We conclude that the development of, and engagement with, inter-institutional, inter-project communities is imperative to this process

Politically constructing adult literacy : a case study of the skills for life strategy for improving adult literacy in England 1998-2002

This thesis explores how the problem of adult literacy has been politically constructed\ud through the policy texts that form the Skills for Life adult literacy strategy. Using the\ud theoretical lens of Bowe et al's policy analysis triangle (1992), the political,\ud conceptual and historical foundations of the strategy are analysed, and the processes\ud of policy text production are explored. Theoretical recommendations are made on the\ud need to analyse more closely the discursive nature of policy-making.\ud The case study approach combines data collected from interviews with practitioners,\ud policymakers and researchers, with reflections upon the researcher's own experience\ud and networking in the field. Combining the perspectives offered by this data with\ud tools from Critical Discourse Analysis, the wide range of policy texts and press\ud releases that discursively construct the strategy are analysed. A model of the\ud construction of the adult literacy strategy from its foundations in the Moser working\ud group through to the first anniversary of the strategy in March 2002 is proposed which\ud transcends the partiality of perspectives available from within the strategy.\ud Skills for Life provides an example of a strategy that is a government priority,\ud receiving substantial funding and cross-departmental support. Engaging a wide range\ud of stakeholders, the strategy represents New Labour's commitment to modernising\ud government. As I will argue in this thesis, the strategy is under-researched and\ud opportunistic, driven more by wider policy concerns relating to human capital and\ud social inclusion than by evidence of need. The emergence and amplification of these\ud findings through this thesis validates the need to analyse the construction of the\ud problem to which the policy responds

Clinical Trial Active Learning

This paper presents a novel approach to active learning that takes into account the non-independent and identically distributed (non-i.i.d.) structure of a clinical trial setting. There exists two types of clinical trials: retrospective and prospective. Retrospective clinical trials analyze data after treatment has been performed; prospective clinical trials collect data as treatment is ongoing. Typically, active learning approaches assume the dataset is i.i.d. when selecting training samples; however, in the case of clinical trials, treatment results in a dependency between the data collected at the current and past visits. Thus, we propose prospective active learning to overcome the limitations present in traditional active learning methods and apply it to disease detection in optical coherence tomography (OCT) images, where we condition on the time an image was collected to enforce the i.i.d. assumption. We compare our proposed method to the traditional active learning paradigm, which we refer to as retrospective in nature. We demonstrate that prospective active learning outperforms retrospective active learning in two different types of test settings.Comment: Accepted at 14th ACM International Conference on Bioinformatics, Computational Biology and Health Informatics (ACM-BCB

Literacy practices in the learning careers of childcare students

This paper draws from the Literacies for Learning in Further Education research project, funded through the Teaching and Learning Research Programme. Drawing on the empirical study of literacy practices in eight Childcare courses in Scotland and England, we seek to demonstrate that, integral to the learning careers of students are literacy careers through which their learning is mediated. In the process, by drawing upon the lens of literacy, we also challenge some of the common sense understandings of learning in childcare. In particular we suggest that the literacy practices of lower level courses can be more diverse than those of higher level courses, producing confusing literacy careers for the students involved. We also point to the complexity of the literacy careers in childcare, given that students are required to mediate different aspects of their experience through literacy. In particular there are the mediations made possible by the use of information technology and those entailed in relating work placements to classroom practice. We argue that students on vocational courses have complex literacy careers and that a literacies approach to learning helps to reveal this complexity

A well-conserved Plasmodium falciparum var gene shows an unusual stage-specific transcript pattern

The var multicopy gene family encodes Plasmodium falciparum erythrocyte membrane protein 1 (PfEMP1) variant antigens, which, through their ability to adhere to a variety of host receptors, are thought to be important virulence factors. The predominant expression of a single cytoadherent PfEMP1 type on an infected red blood cell, and the switching between different PfEMP1 types to evade host protective antibody responses, are processes thought to be controlled at the transcriptional level. Contradictory data have been published on the timing of var gene transcription. Reverse transcription-polymerase chain reaction (RT-PCR) data suggested that transcription of the predominant var gene occurs in the later (pigmented trophozoite) stages, whereas Northern blot data indicated such transcripts only in early (ring) stages. We investigated this discrepancy by Northern blot, with probes covering a diverse var gene repertoire. We confirm that almost all var transcript types were detected only in ring stages. However, one type, the well-conserved varCSA transcript, was present constitutively in different laboratory parasites and does not appear to undergo antigenic variation. Although varCSA has been shown to encode a chondroitin sulphate A (CSA)-binding PfEMP1, we find that the presence of full-length varCSA transcripts does not correlate with the CSA-binding phenotype

Intersections between COVID-19 and socio-economic mental health stressors in the lives of South African adolescent girls and young women

Background In contexts where poverty and mental health stressors already interact to negatively impact the most vulnerable populations, COVID-19 is likely to have worsened these impacts. Before the COVID-19 pandemic, adolescent girls and young women (AGYW) in South Africa already faced intersecting mental health stressors and vulnerabilities. It is critical to understand how additional challenges brought on by COVID-19 have intersected with existing vulnerabilities and mental health risks AGYW faced, particularly given the intersections between psychological distress and increased risk behaviours that impact sexual and reproductive health. We aimed to examine socio-economic and mental health impacts of COVID-19 on South African AGYW in order to understand how additional challenges brought on by COVID-19 have intersected with existing challenges, compounding AGYW vulnerabilities. Methods Using qualitative and quantitative methods, framed by the syndemic theory, we examined the intersections between mental health and the COVID-19 epidemic amongst AGYW in six districts of South Africa characterised by high rates of HIV, teenage pregnancy and socio-economic hardship. Between November 2020 and March 2021 we conducted a cross-sectional telephone survey with 515 AGYW, and in-depth interviews with 50 AGYW, aged 15 to 24 years. Results Our findings reveal how COVID-19 restrictions led to increased experiences of stress and anxiety. Poor mental health was compounded by strained family relationships, increased fear of domestic violence, household unemployment, economic stress and food insecurity. Respondents described feelings of boredom, frustration, isolation, loneliness, fear and hopelessness. However, despite the multitude of challenges, some AGYW articulated emotional resilience, describing ways in which they coped and retained hope. Conclusion Various psycho-social risk factors already disproportionally affect the mental health of AGYW in these communities; the COVID-19 pandemic intersects with these pre-existing social and environmental factors. Understanding strategies AGYW have used to positively cope with the uncertainty of COVID-19 amongst an array of pre-existing mental health stressors, is key in informing efforts to respond to their needs. Multisectoral interventions are needed to address the drivers of poor mental health among AGYW, and bolster healthy coping mechanisms; interventions seeking to mitigate the mental health impacts on this vulnerable population need to be responsive to the unpredictable pandemic environment

Alternative (backdoor) androgen production and masculinization in the human fetus

Funding: The study was supported by the following grants: Chief Scientist Office (Scottish Executive, CZG/4/742) (PAF and PJOS) (http://www.cso.scot.nhs.uk/funding-2/); NHS Grampian Endowments 08/02 (PAF and PJOS) and 15/1/010 (PAF, PF, US, and PJOS) (https://www.nhsgcharities.com/); the Glasgow Children’s Hospital Research Charity Research Fund, YRSS/PHD/2016/05 (NW, MB, PJOS, and PAF) (http://www.glasgowchildrenshospitalcharity.org/research/glasgow-childrens-hospital-charity-research-fund); the European Community's Seventh Framework Programme (FP7/2007-2013) under grant agreement number 212885 (PAF) (https://ec.europa.eu/research/fp7/index_en.cfm); Medical Research Council Grants MR/L010011/1 (PAF and PJOS) and MR/K501335/1 (MB, PAF, and PJOS) (https://mrc.ukri.org/); and the Kronprinsessan Lovisas Foundation, “Stiftelsen Gunvor och Josef Anérs,” the “Stiftelsen Jane och Dan Olssons,” and the “Stiftelsen Tornspiran” (KS and OS). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Peer reviewedPublisher PD

Long-term safety and efficacy of trifarotene 50μg/g cream, a first-in-class RAR-γ selective topical retinoid, in patients with moderate facial and truncal acne

Treatment for both facial and truncal acne has not sufficiently been studied.To evaluate the long-term safety and efficacy of trifarotene in both facial and truncal acne.In a multicentre, open-label, 52-week study, patients with moderate facial and truncal acne, received trifarotene 50 μg/g cream (trifarotene). Assessments included local tolerability, safety, investigator and physician's global assessments (IGA, PGA) and quality of life (QOL). A validated QOL questionnaire was completed by the patient at Baseline, Week 12, 26, and 52/ET.Of 453 patients enrolled 342(75.5%) completed the study. Trifarotene-related treatment emergent adverse events (TEAEs) were reported in 12.6% of patients, none was serious. Most related TEAEs were cutaneous and occurred during the first 3 months. Signs and symptoms of local tolerability were mostly mild or moderate and severe signs and symptoms were reported for 2.2% to 7.1% of patients for the face and 2.5% to 5.4% for the trunk. Local irritation increased during the first week of treatment on the face and up to week 2 to 4 on the trunk with both decreasing thereafter. At week 12, IGA and PGA success rates were 26.6% and 38.6%, respectively. Success rates increased to 65.1% and 66.9%, respectively at week 52. Overall success (both IGA and PGA success in the same patient) was 57.9% at Week 52. At Week 52 visit, 92/171 (53.8%) patients who had completed their assessments had scores from 0 to 1 (i.e., no effect of acne on their QOL) vs. 47/208 (22.6%) patients at Baseline visit CONCLUSION: In this 52-week study, trifarotene was safe, well tolerated and effective in moderate facial and truncal acne. This article is protected by copyright. All rights reserved. Background Treatment for both facial and truncal acne has not sufficiently been studied. Objectives To evaluate the long-term safety and efficacy of trifarotene in both facial and truncal acne. Methods In a multicentre, open-label, 52-week study, patients with moderate facial and truncal acne received trifarotene 50 mu g/g cream (trifarotene). Assessments included local tolerability, safety, investigator and physician's global assessments (IGA, PGA) and quality of life (QOL). A validated QOL questionnaire was completed by the patient at Baseline, Week 12, 26 and 52/ET. Results Of 453 patients enrolled, 342 (75.5%) completed the study. Trifarotene-related treatment-emergent adverse events (TEAEs) were reported in 12.6% of patients, and none was serious. Most related TEAEs were cutaneous and occurred during the first 3 months. Signs and symptoms of local tolerability were mostly mild or moderate and severe signs, and symptoms were reported for 2.2% to 7.1% of patients for the face and 2.5% to 5.4% for the trunk. Local irritation increased during the first week of treatment on the face and up to Weeks 2 to 4 on the trunk with both decreasing thereafter. At Week 12, IGA and PGA success rates were 26.6% and 38.6%, respectively. Success rates increased to 65.1% and 66.9%, respectively at Week 52. Overall success (both IGA and PGA success in the same patient) was 57.9% at Week 52. At Week 52 visit, 92/171 (53.8%) patients who had completed their assessments had scores from 0 to 1 (i.e. no effect of acne on their QOL) vs. 47/208 (22.6%) patients at Baseline visit. Conclusion In this 52-week study, trifarotene was safe, well tolerated and effective in moderate facial and truncal acne

Photoperiodic changes in adiposity increase sensitivity of female Siberian hamsters to systemic VGF derived peptide TLQP-21

TLQP-21, a peptide encoded by the highly conserved vgf gene, is expressed in neuroendocrine cells and has been the most prominent VGF-derived peptide studied in relation to control of energy balance. The recent discovery that TLQP-21 is the natural agonist for the complement 3a receptor 1 (C3aR1) has revived interest in this peptide as a potential drug target for obesity. We have investigated its function in Siberian hamsters (Phodopus sungorus), a rodent that displays natural seasonal changes in body weight and adiposity as an adaptation to survive winter. We have previously shown that intracerebroventricular administration of TLQP-21 reduced food intake and body weight in hamsters in their long-day fat state. The aim of our current study was to determine the systemic actions of TLQP-21 on food intake, energy expenditure and body weight, and to establish whether adiposity affected these responses. Peripheral infusion of TLQP-21 (1mg/kg/day for 7 days) in lean hamsters exposed to short photoperiods (SP) reduced cumulative food intake in the home cage (p≤0.05), and intake when measured in metabolic cages (P≤0.01). Energy expenditure was significantly increased (

Unsettling boundaries in making a space for research

In engaging in research we draw upon and develop meanings and concepts that help to frame what we do, how we do it and the meaning we make of it. In the process of framing, we exclude other possibilities from our research practices. To do research then is to engage in the fashioning of conceptual boundaries. This article explores the dilemmas of boundary-making in the context of a research project aimed at exploring the border literacy practices of students in UK further education, those boundary crossing practices which relate to the everyday and more formal demands of the curriculum. This discussion is related to wider debates in the social sciences on the significance of boundaries and borders and their powerful effects on identities and actions