The Research Teaching nexus and its potential to enhance the opportunities of those teaching Higher Education in Further Education Colleges

The paper reports on the enhancement of HE in FECs specifically Higher Education Institution (HEI) collaborative partnership colleges and their staff and mirroring the academic practice of offering enhancement opportunities within the HEI to promote research informed teaching. The main body of the paper reports on the background and developments of one HEI, which allowed me to build up a series of cumulative case studies that developed capability in and around the research teaching nexus as strategy to address the challenge of building a HE research culture in an HE environment in FECs. The findings demonstrate a shift in thinking through lecturers active participation in a series of enhancement events, which revealed scholarly capability and independence of knowledge, judgements practice and ownership of research base in a culture that was previously known to be “research deficit” (Davy, 2009, p.11)

First year undergraduate students in the hot seat: co-constructors of knowledge and inquiry in Higher Education

Research skills and inquiry promote independence and autonomy of the learner, yet these expectations of HE are not always made explicit to the student body. Informal discussions have recurring themes that reflect students are failing to read enough. While students in later stages of their study are indicating they wished that they had read more. In an effort to becoming increasingly ‘student-centered’, perhaps there has been an element of overlooking learner inquiry, engagement and ownership (Ramsden, 2001)

The Wider Family Learning Nexus: “It’s still all to play for!”

This presentation is of three lecturers’ views of how this research has informed their knowledge base, and how they will use this new knowledge in, and across their various roles in teaching and learning

Staff and students co-constructing knowledge

Engaging and enabling under graduates to become active readers has led us to note their ability to source literature but limitations in making sense of such literature which prove to be a stumbling block to learning. There are individuals who demonstrate a reluctance to engage with directed reading and free reading materials that would help with their knowledge, assignments and seminar tasks. Stevenson and Okeefe (2011) recognise such students to be searchers rather than early researchers’ and there is a need for them to develop the attributes of questioning and enquiry for higher education. Student and staff discussions on reading for a purpose were held with the student body, the students indicated a narrow view believing there to be single answers to any questions posed. Explanation was given to the students that they needed to think more widely for themselves and with each other. Peers in other institutions use shared reading strategies (Kingston and Forland 2004) to stimulate thinking, but this paper explains a socially constructed approach to reading that involves the whole class in ‘taking the hot seat”. This requires all students to cooperate in discussions which we call “caring and sharing knowledge”. When individual students sit on the hot seat identified by a red circle they begin to evaluate what they have read and reveal their own lens of understanding, knowledge and positionality. Students have indicated a dislike of the “hot seat” yet they benefit from the playfulness, and collegiate support from peers and tutors alike

Australia\u27s health 2000 : the seventh biennial report of the Australian Institute of Health and Welfare

Australia\u27s Health 2000 is the seventh biennial health report of the Australian Institute of Health and Welfare. It is the nation\u27s authoritative source of information on patterns of health and illness, determinants of health, the supply and use of health services, and health services costs and performance.This 2000 edition serves as a summary of Australia\u27s health record at the end of the twentieth century. In addition, a special chapter is presented on changes in Australia\u27s disease profile over the last 100 years.Australia\u27s Health 2000 is an essential reference and information source for all Australians with an interest in health

Survey of Activated FLT3 Signaling in Leukemia

Activating mutations of FMS-like tyrosine kinase-3 (FLT3) are found in approximately 30% of patients with acute myeloid leukemia (AML). FLT3 is therefore an attractive drug target. However, the molecular mechanisms by which FLT3 mutations lead to cell transformation in AML remain unclear. To develop a better understanding of FLT3 signaling as well as its downstream effectors, we performed detailed phosphoproteomic analysis of FLT3 signaling in human leukemia cells. We identified over 1000 tyrosine phosphorylation sites from about 750 proteins in both AML (wild type and mutant FLT3) and B cell acute lymphoblastic leukemia (normal and amplification of FLT3) cell lines. Furthermore, using stable isotope labeling by amino acids in cell culture (SILAC), we were able to quantified over 400 phosphorylation sites (pTyr, pSer, and pThr) that were responsive to FLT3 inhibition in FLT3 driven human leukemia cell lines. We also extended this phosphoproteomic analysis on bone marrow from primary AML patient samples, and identify over 200 tyrosine and 800 serine/threonine phosphorylation sites in vivo. This study showed that oncogenic FLT3 regulates proteins involving diverse cellular processes and affects multiple signaling pathways in human leukemia that we previously appreciated, such as Fc epsilon RI-mediated signaling, BCR, and CD40 signaling pathways. It provides a valuable resource for investigation of oncogenic FLT3 signaling in human leukemia

Severe Asthma Standard-of-Care Background Medication Reduction With Benralizumab: ANDHI in Practice Substudy

Background: The phase IIIb, randomized, parallel-group, placebo-controlled ANDHI double-blind (DB) study extended understanding of the efficacy of benralizumab for patients with severe eosinophilic asthma. Patients from ANDHI DB could join the 56-week ANDHI in Practice (IP) single-arm, open-label extension substudy. Objective: Assess potential for standard-of-care background medication reductions while maintaining asthma control with benralizumab. Methods: Following ANDHI DB completion, eligible adults were enrolled in ANDHI IP. After an 8-week run-in with benralizumab, there were 5 visits to potentially reduce background asthma medications for patients achieving and maintaining protocol-defined asthma control with benralizumab. Main outcome measures for non-oral corticosteroid (OCS)-dependent patients were the proportions with at least 1 background medication reduction (ie, lower inhaled corticosteroid dose, background medication discontinuation) and the number of adapted Global Initiative for Asthma (GINA) step reductions at end of treatment (EOT). Main outcomes for OCS-dependent patients were reductions in daily OCS dosage and proportion achieving OCS dosage of 5 mg or lower at EOT. Results: For non-OCS-dependent patients, 53.3% (n = 208 of 390) achieved at least 1 background medication reduction, increasing to 72.6% (n = 130 of 179) for patients who maintained protocol-defined asthma control at EOT. A total of 41.9% (n = 163 of 389) achieved at least 1 adapted GINA step reduction, increasing to 61.8% (n = 110 of 178) for patients with protocol-defined EOT asthma control. At ANDHI IP baseline, OCS dosages were 5 mg or lower for 40.4% (n = 40 of 99) of OCS-dependent patients. Of OCS-dependent patients, 50.5% (n = 50 of 99) eliminated OCS and 74.7% (n = 74 of 99) achieved dosages of 5 mg or lower at EOT. Conclusions: These findings demonstrate benralizumab's ability to improve asthma control, thereby allowing background medication reduction