Shattering the subject silos: learning about big questions and epistemic insights

What insights do we expect future citizens to call on when they encounter new opportunities and challenges? How can schools best prepare students to make decisions rationally and compassionately in an increasingly technological and interconnected world? Education to date has tended to focus on helping students to master key concepts drawn from knowledge we already know. Our choices about what to teach have been shaped around objectives we can test. The agenda for schools going forward is to teach and assess a deeper understanding of how to construct and test knowledge, both within and also across disciplinary boundaries (OECD 2018). Research conducted has clarified some of the gaps and misperceptions that currently exist in students’ ideas and reasoning about scholarship and knowledge (Billingsley et al 2013). For example, secondary students can confidently describe activities they expect to do in science lessons, however, their confidence wanes if asked to frame a question that is a good one to investigate scientifically. Some of the gaps in students’ epistemic insight (or ‘knowledge about knowledge’) arise because teaching and testing begins at the point where questions are already organised into subjects, topics and individual lessons. The Epistemic Insight Initiative is a response to pedagogical pressures and barriers like curriculum fragmentation which rob students of expertise that the curriculum says they should have. The Initiative includes a curriculum framework of key ideas about the nature of knowledge for each age group from primary to secondary that provide strategies to develop students’ curiosity and insight into different types of questions including big questions that bridge science, religion and the wider humanities (Billingsley et al 2018)

Nurturing epistemic agency through interdisciplinary enquiry

Epistemic knowledge describes what student-teachers and their pupils learn about the methods, processes and norms of thought related to distinct disciplines. OECD considers such knowledge imperative for the 21st century (OECD, 2018, 2021). Epistemic knowledge enables student-teachers and their pupils to think and act like scholars. It provides relevance and purpose to their learning and develops ‘disciplinary knowledge’ (Ofsted, 2021). The Epistemic Insight (EI) initiative at Canterbury Christ Church University allows student-teachers to create pedagogies for developing pupils’ epistemic insight and agency in schools (Billingsley, Nassaji et al., 2018). Three case studies illustrate how student-teachers could become research-active practitioners with the tools to develop children’s epistemic curiosity and interdisciplinary thinking. Student-teachers explored the impact of teaching approaches that cross disciplinary boundaries in placement schools. The first case study illustrates the potential of scientific observation for furthering primary student-teachers understanding of the nature of science. With this understanding, they can support their pupils' articulation of the importance of observations in advancing scientific knowledge. The other two emphasise how primary and secondary classroom-based research projects enable student-teachers to investigate their epistemic insight. In each case study, student-teachers gain the agency to research aspects of their teaching and respond to the unique perspectives of their pupils. Such experiences prepare student-teachers to become leaders of learning and reflective practitioners

Flexible autonomy: an online approach to developing mathematics subject knowledge for teachers

This paper uses an adaptation of Brookfield’s (2017) lenses to critically reflect upon a Subject Knowledge Enhancement Course designed and taught by the authors. Learning occurs through a synthesis of asynchronous engagement with online e-learning modules, weekly synchronous tutorials and self-reflection following formative and summative assessment opportunities. Interrogating the course design, learner feedback and observation, and tutor pedagogic choices through connectivist and social constructivist learning theory, the paper concludes that the common perceived learning gains occur through the flexibility in learning, and the supported autonomy that learners are given. Further developments in our offer should therefore aim to improve these opportunities for learners where possible

Health trainer-led motivational intervention plus usual care for people under community supervision compared with usual care alone: a study protocol for a parallel-group pilot randomised controlled trial (STRENGTHEN).

INTRODUCTION: People with experience of the criminal justice system typically have worse physical and mental health, lower levels of mental well-being and have less healthy lifestyles than the general population. Health trainers have worked with offenders in the community to provide support for lifestyle change, enhance mental well-being and signpost to appropriate services. There has been no rigorous evaluation of the effectiveness and cost-effectiveness of providing such community support. This study aims to determine the feasibility and acceptability of conducting a randomised trial and delivering a health trainer intervention to people receiving community supervision in the UK. METHODS AND ANALYSIS: A multicentre, parallel, two-group randomised controlled trial recruiting 120 participants with 1:1 individual allocation to receive support from a health trainer and usual care or usual care alone, with mixed methods process evaluation. Participants receive community supervision from an offender manager in either a Community Rehabilitation Company or the National Probation Service. If they have served a custodial sentence, then they have to have been released for at least 2 months. The supervision period must have at least 7 months left at recruitment. Participants are interested in receiving support to change diet, physical activity, alcohol use and smoking and/or improve mental well-being. The primary outcome is mental well-being with secondary outcomes related to smoking, physical activity, alcohol consumption and diet. The primary outcome will inform sample size calculations for a definitive trial. ETHICS AND DISSEMINATION: The study has been approved by the Health and Care Research Wales Ethics Committee (REC reference 16/WA/0171). Dissemination will include publication of the intervention development process and findings for the stated outcomes, parallel process evaluation and economic evaluation in peer-reviewed journals. Results will also be disseminated to stakeholders and trial participants. TRIAL REGISTRATION NUMBERS: ISRCTN80475744; Pre-results

Sinteza i biološko djelovanje novih supstituiranih derivata tiazolin-kinolina

5-Acyl-8-hydroxyquinoline-2-(3\u27-substituted-4\u27-aryl-2,3-dihydrothiazol-2\u27-ylide- ne)hydrazones, 5a-e to 10a-c, were prepared by the reaction of the appropriate 5-acyl-8-hydroxyquinoline-4-substituted thiosemicarbazones 3a-e and phenacyl bromides 4a-e. Structures of the new compounds were verified on the basis of spectral and elemental analyses. Twenty-eight new compounds were tested for their possible antimicrobial activities. Most of the tested compounds showed weak to moderate antibacterial activity against most of the bacterial strains used in comparison with gatifloxacin as a reference drug. The test compounds showed weak to moderate antifungal activity against tested fungi in comparison with ketoconazole as a reference drug. On the other hand, the newly synthesized compounds were tested for their anti-inflammatory effects and most of them showed good to excellent anti-inflammatory activity compared to indomethacin. Moreover, ulcerogenicity and the median lethal dose (LD50) of the most active anti-inflammatory compounds 6b and 9e were determined in mice; they were non-toxic at doses up to 400 mg kg-1 after i.p. administration.5-Acil-8-hidroksikinolin-2-(3\u27-supstituirani-4\u27-aril-2,3-dihidrotiazol-2\u27-ilid- ne)hidrazoni 5a-e do 10a-c pripravljeni su reakcijom odgovarajućih 5-acil-8-hidroksikinolin-4-supstituiranih tiosemikarbazona 3a-e i fenacil bromida 4a-e. Strukture novih spojeva potvrđene su na temelju spektralnih i elementarnih analiza. Dvadeset osam novih spojeva testirano je na potencijalno antimikrobno djelovanje. Većina spojeva pokazuje slabo do umjereno antibakterijsko djelovanje protiv većine testiranih bakterijskih sojeva u usporedbi s gatifloksacinom kao referentim lijekom, te slabo do umjereno antifungalno djelovanje protiv gljivica u usporedbi s ketokonazolom kao referentnim lijekom. Testovi na protuupalno djelovanje pokazuju da većina spojeva posjeduje dobro ili snažno protuupalno djelovanje u usporedbi s indometacinom. Ulcerogeno djelovanje i srednje letalne doze (LD50) najaktivnijih spojeva 6b i 9e određeni su na miševima. Rezultati pokazuju da su netoksični u dozama do 400 mg kg-1 nakon i.p. primjene

Senescent cells evade immune clearance via HLA-E-mediated NK and CD8(+) T cell inhibition

Senescent cells accumulate in human tissues during ageing and contribute to age-related pathologies. The mechanisms responsible for their accumulation are unclear. Here we show that senescent dermal fibroblasts express the non-classical MHC molecule HLA-E, which interacts with the inhibitory receptor NKG2A expressed by NK and highly differentiated CD8 + T cells to inhibit immune responses against senescent cells. HLA-E expression is induced by senescence-associated secretary phenotype-related pro-inflammatory cytokines, and is regulated by p38 MAP kinase signalling in vitro. Consistently, HLA-E expression is increased on senescent cells in human skin sections from old individuals, when compared with those from young, and in human melanocytic nevi relative to normal skin. Lastly, blocking the interaction between HLA-E and NKG2A boosts immune responses against senescent cells in vitro. We thus propose that increased HLA-E expression contributes to persistence of senescent cells in tissues, thereby suggesting a new strategy for eliminating senescent cells during ageing

Citrullinated histone H3 as a novel prognostic blood marker in patients with advanced cancer

Citrullinated histone H3 (H3Cit) is a central player in the neutrophil release of nuclear chromatin, known as neutrophil extracellular traps (NETs). NETs have been shown to elicit harmful effects on the host, and were recently proposed to promote tumor progression and spread. Here we report significant elevations of plasma H3Cit in patients with advanced cancer compared with age-matched healthy individuals. These elevations were specific to cancer patients as no increase was observed in severely ill and hospitalized patients with a higher non-malignant comorbidity. The analysis of neutrophils from cancer patients showed a higher proportion of neutrophils positive for intracellular H3Cit compared to severely ill patients. Moreover, the presence of plasma H3Cit in cancer patients strongly correlated with neutrophil activation markers neutrophil elastase (NE) and myeloperoxidase (MPO), and the inflammatory cytokines interleukin-6 and -8, known to induce NETosis. In addition, we show that high levels of circulating H3Cit strongly predicted poor clinical outcome in our cohort of cancer patients with a 2-fold increased risk for short-term mortality. Our results also corroborate the association of NE, interleukin-6 and -8 with poor clinical outcome. Taken together, our results are the first to unveil H3Cit as a potential diagnostic and prognostic blood marker associated with an exacerbated inflammatory response in patients with advanced cancer

Stress, ageing and their influence on functional, cellular and molecular aspects of the immune system

The immune response is essential for keeping an organism healthy and for defending it from different types of pathogens. It is a complex system that consists of a large number of components performing different functions. The adequate and controlled interaction between these components is necessary for a robust and strong immune response. There are, however, many factors that interfere with the way the immune response functions. Stress and ageing now consistently appear in the literature as factors that act upon the immune system in the way that is often damaging. This review focuses on the role of stress and ageing in altering the robustness of the immune response first separately, and then simultaneously, discussing the effects that emerge from their interplay. The special focus is on the psychological stress and the impact that it has at different levels, from the whole system to the individual molecules, resulting in consequences for physical health