Search

An organic solar cell fabrication kit has been developed for demonstration in both undergraduate teaching classes and high school laboratories to promote the growing field of renewable energy and to facilitate empirical comprehension of solar technology. The laboratory focuses on fabricating organic photovoltaics (solar cells) and testing the efficiency of power generation. By restricting substances to nontoxic coating inks, and a Pb-free alloy for the cathode, chemical hazards are minimized. Usually, organic solar cell fabrication requires the use of expensive laboratory equipment only found in a university or an industry environment, such as fume hoods, large spin coaters, nitrogen glove boxes, and metal evaporation systems. Importantly, the solar cell kit has been specifically developed to remove the need for accessing this large and expensive equipment: nontoxic inks are used such that fume hoods are not necessary, a portable miniature spin coater has been developed such that large spin coaters with a vacuum connection are not required, and a low-melting-point (62°C) Pb-free alloy has been trialed such that access to high-vacuum metal evaporation equipment is not necessary. The exercise utilizes a pedagogical framework of preliminary predictive exercises, practical verification of device optimization and engineering to illuminate the key working principles of a solar cell, and a post-exercise quiz to provide feedback and assess embedded knowledge. This experiment is an introductory lesson in renewable energy and gives students exposure to the chemistry, physics, and materials science concepts of organic electronics.

Several previous studies have reviewed the literature surrounding the use of technology in teacher education. This literature review takes a specific focus as it addresses the use of social media in initial teacher education (ITE). It seeks to explore what constitutes effective use of social media in supporting the development of new teachers in all sectors of ITE, including primary, secondary, English language teaching and lifelong learning. The authors seek to develop and share a deeper understanding of the relationship between social media and the participation and collaboration of pre-service teachers in ITE. The findings of the review include issues surrounding community, pedagogy and design, and this synthesis provides a significant exploratory contribution to the development of effective teacher education and training across the UK curriculum.

Myofibroblasts are the major source of extracellular matrix components that accumulate during tissue fibrosis, and hepatic stellate cells (HSCs) are believed to be the major source of myofibroblasts in the liver. To date, robust systems to genetically manipulate these cells have not been developed. We report that Cre under control of the promoter of Pdgfrb (Pdgfrb-Cre) inactivates loxP-flanked genes in mouse HSCs with high efficiency. We used this system to delete the gene encoding α(v) integrin subunit because various α(v)-containing integrins have been suggested as central mediators of fibrosis in multiple organs. Such depletion protected mice from carbon tetrachloride-induced hepatic fibrosis, whereas global loss of β₃, β₅ or β₆ integrins or conditional loss of β₈ integrins in HSCs did not. We also found that Pdgfrb-Cre effectively targeted myofibroblasts in multiple organs, and depletion of the α(v) integrin subunit using this system was protective in other models of organ fibrosis, including pulmonary and renal fibrosis. Pharmacological blockade of α(v)-containing integrins by a small molecule (CWHM 12) attenuated both liver and lung fibrosis, including in a therapeutic manner. These data identify a core pathway that regulates fibrosis and suggest that pharmacological targeting of all α(v) integrins may have clinical utility in the treatment of patients with a broad range of fibrotic diseases.

Aspergillosis is a major cause of morbidity and mortality in penguins, with triazole antifungal drugs being commonly used for prophylaxis and treatment. This report describes 15 cases of fatal hemolysis associated with liquid itraconazole and voriconazole formulations administered to African penguins (Spheniscus demersus) from four institutions. All penguins underwent stressful events (e.g. relocation, induced molt) and were administered commercial liquid itraconazole formulations or compounded voriconazole liquid suspension. Observed clinical signs in affected penguins prior to death included hyporexia, weight loss, lethargy, dyspnea, red-tinged droppings, and obtunded mentation. Intra- and extravascular hemolysis and hemoglobinuric nephrosis were the primary pathologic manifestations on postmortem examination. The concentration-dependent hemolytic potentials of itraconazole, voriconazole, and commercial and compounded vehicle suspensions were evaluated in vitro by exposing chicken whole blood as a surrogate for penguin blood. Hemoglobin content in blood plasma was then measured by spectrophotometry. Neither itraconazole nor voriconazole alone induced hemolysis in vitro. The vehicle ingredients sorbitol and hydromellose induced hemolysis, but not at predicted plasma levels in chicken erythrocytes, suggesting neither the azole antifungals nor their major vehicles alone were likely to contribute to hemolysis in vivo in these penguins. Potential mechanisms of toxicosis include generation of an unmeasured reactive metabolite causing hemolysis, preexisting erythrocyte fragility, or species-specific differences in hemolytic thresholds that were not assessed in the chicken erythrocyte model. More research is needed on the potential for toxicosis of azole antifungal drugs and carrier molecules in this and other avian species. [ABSTRACT FROM AUTHOR]

This article examines the relationship between confidence and risk in relation to the initial education and continuing professional development (CPD) of teachers. The context for this examination is the Lifelong Learning Sector (LLS) in England, which sits between secondary schools and universities, and the discussion is illustrated with data gathered from trainee teachers in this sector. Understandings of confidence are considered and it is argued that the inculcation of confidence through risk-taking is important for new teachers in their journey to praxis. The article concludes by arguing that the transformative potential of critical engagement with professional knowledge on teacher education courses and through work-based learning (WBL) should be balanced with the need for the good and appropriate time necessary for the risky political act of reflection, not merely the immediate technical evaluation of practice.

Purpose: This paper seeks to suggest that the most appropriate way to construe the concept of enterprise education is from a pedagogical viewpoint. Enterprise education as pedagogy is argued to be the most appropriate way to think about the concept and serves to demarcate it from entrepreneurship education, which is very much about business start-up and the new venture creation process. Design/methodology/approach: Enterprise education is underpinned by experiential action learning that can be in, outside and away from the normal classroom environment. It can be delivered across a range of subject areas throughout different phases of education. Findings: Enterprise and entrepreneurship education are perceived to be conflated terms that for many in the education and business communities mean much the same thing. Adopting an enterprise education approach allows greater pupil/student ownership of the learning process. Practical implications: Enterprise education as pedagogy advocates an approach to teaching where specific learning outcomes differ across and between different educational phases and subject areas but which has a clear and coherent philosophical underpinning. Originality/value: Enterprise education should not be equated solely with business, as it is a broader, deeper and richer concept. The theoretical import of the paper is in part a plea for a more rigorous, practically informed analysis of the different strands (pedagogy, entrepreneurship, citizenship and civic responsibility) that make up enterprise education. The paper also sets out the case for a more critical analysis of enterprise education. (Contains 4 notes.)

The international mobility of teachers is gaining increased attention as particular developing countries become significant sources of supply for more developed countries that have shortages. Most attention so far has focused on Africa's contribution to the United Kingdom workforce. This article examines the patterns of teacher migration for Australia and New Zealand generally, with the aim of providing a context within which to view Pacific Island teacher mobility. Australia and New Zealand are potentially important as destinations for Pacific Island teachers, as sources of teachers to these countries and as partners in the development process, which involves the training and support of teachers. Three quite different cases, the Cook Islands, Fiji and Vanuatu, are used as examples to begin to understand what is happening in the Pacific. While Vanuatu has little international mobility of teachers, Fiji does experience quite an outflow but this is mainly linked to the political instability which has racked the country since the 1980s. The Cook Islands is quite unique in its overall level of out-migration but the outflow of teachers is not a significant issue. Neither Australia nor New Zealand recruit explicitly from these three countries but they do benefit from the inflow of small numbers of teachers in their general migration programs. (Contains 1 note, 4 tables, and 3 figures.)

In the final paragraph of his 1984 book "From knowledge to wisdom, a revolution in the aims and methods of science," the philosopher Nicholas Maxwell boldly declared that an intellectual revolution was underway in the aims and methods of science, and academic inquiry in general, from what he termed knowledge-inquiry to wisdom-inquiry. Twenty years later, this article discusses to what extent this revolution has taken place. (Contains 1 note.)

Successive governments in the UK have increasingly stressed the need for a more enterprising society. Much of the emphasis has been placed upon educationalists to introduce more elements of enterprise into the school curriculum at all levels, and new and innovative ways to initiate the subject matter is increasingly being sought. This article describes a summer school that is part of this initiative. It stresses the difference between Traditional and Enterprise modes of learning and contests that compared with traditional methods of teaching and learning, enterprise education requires a different pedagogical approach and aims to qualitatively change the educational experience. It is suggested that traditional teaching is better suited to the needs of the "old" economy with the enterprising approach being more conducive to the needs of the new flexible market economy. While providing an explanation, description and analysis of the workings and operations of an entrepreneurial life skills summer school, the article also provides a systematic and rigorous exploration not only of the summer school itself but also of the policy and regional development context. It describes how the methodology and approach adopted is rooted in the framework and context that shaped and informed the venture as well as contributing to the article itself. (Contains 2 notes and 1 figure.)

A government study reveals that many students of non-English-speaking background in New South Wales (Australia) miss out on instruction in English as a Second Language, that their community languages are allowed to lapse, and that the relationships among different groups in the schools are not given the attention they deserve. (SLD)

Background: Emraclidine is a novel, highly selective positive allosteric modulator of M4 muscarinic acetylcholine receptors currently in development for the treatment of schizophrenia and Alzheimer's disease psychosis. By selectively activating M4 receptors, emraclidine may reduce excess dopamine signaling in the striatum, potentially leading to a reduction in psychotic symptoms. Unlike current antipsychotics, emraclidine does not interfere with signaling at dopamine, serotonin, or histamine receptors, which can lead to adverse events. A previous phase 1b study supports further investigation of emraclidine. The phase 2 EMPOWER program will fully evaluate the efficacy, safety, tolerability, and dose-range of once-daily (QD) emraclidine in schizophrenia. Methods: EMPOWER-1 and EMPOWER-2 are two adequately powered, multicenter, randomized, double-blind, placebo-controlled, parallel group, 6-week inpatient studies of emraclidine monotherapy (10 mg QD, 15 mg QD, 30 mg QD). The trials are enrolling adult participants with schizophrenia who are experiencing an acute exacerbation of psychosis. Eligible participants will have a Positive and Negative Syndrome Scale (PANSS) Total Score between ≥85 and ≤120 and a Clinical Global Impression – Severity (CGI-S) score ≥4 at baseline. Both de novo participants and those who complete EMPOWER-1 or EMPOWER-2 will be eligible to participate in EMPOWER-3, a 52-week open label extension trial to evaluate the long-term safety and tolerability of emraclidine in adult participants with stable schizophrenia. Results: Detailed study designs for the EMPOWER program will be presented. Primary outcome measure for EMPOWER 1 and 2 is change from baseline in PANSS total score at week 6. Other outcome measures include change from baseline in CGI-S score at week 6. Data from EMPOWER-3 will contribute to the overall evaluation of safety and tolerability of emraclidine in adult participants with schizophrenia. Conclusions: The development of emraclidine is promising, as it selectively activates M4, a novel target that has been implicated in reducing psychotic symptoms while potentially avoiding many of the side effects currently associated with antipsychotics. The EMPOWER program aims to establish the efficacy, safety, tolerability, and appropriate dose-range of emraclidine in the treatment of schizophrenia. Funding: Cerevel Therapeutics [ABSTRACT FROM AUTHOR]

This article discusses the problems and potentials of nonformal education in India by reviewing a number of booklets, surveys, speeches, and government documents which analyze directions of nonformal education over the past three decades. (KC)

Objectives: Talent identification traditionally relies on the knowledge and perceptions of expert coaches to identify and predict potential future elite athletes. Experiential coach knowledge is a valuable source of information to guide research in this ill-defined and under-researched area. This review aims to synthesize current empirical understanding of coach knowledge as it relates to decision making in talent identification.Design: This systematic review and meta-synthesis used the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines to identify relevant literature.Methods: Eligible studies were critically appraised for quality, and key findings from the 14 studies were integrated to allow for thematic analysis.Results: The meta-synthesis revealed the key theme of 'instinct' as the primary contributor to coach decisions during talent identification. Subordinate themes informing coach instinct were 'drive and ambition', 'game intelligence' and 'physical and technical skills'.Conclusions: Coaches appear to make decisions about talent based on their tacit knowledge or instinct. Understanding how coaches develop these instinctual 'feelings' may guide future research into talent identification and enhance our understanding of how experiential coach knowledge is developed and utilised in the daily training environment. [ABSTRACT FROM AUTHOR]