Search

The conceptualisation of schooling is often based on "ideal children" in "ideal situations." However, in determining the level of participation for children who are considered vulnerable in schooling, it is important to understand the lived experiences of these children. In this study, migrant children (particularly undocumented ones) in South Africa are the focus, and their lived experiences were considered through reflections from their parents and teachers. Data were collected using semi-structured interviews, and analysed using a constant comparative method of qualitative analysis within a grounded theory approach. The study found that challenges affecting migrant children's schooling include the lack of documentation, language barriers, issues of transition and adaptation (discrimination), and the inability to access further education. Strategies were identified to address the challenges, including schools liaising with the Department of Home Affairs, implementing cultural diversity programmes within the school, and through deliberate inclusive programmes.

Background. The COVID-19 pandemic necessitated drastic changes to undergraduate medical training at the University of Botswana (UB). To save the academic year when campus was locked down, the Department of Medical Education conducted a needs assessment to determine the readiness for emergency remote teaching (ERT) of the Faculty of Medicine, UB. Objectives. To report on the findings of needs assessment surveys to assess learner and teaching staff preparedness for fair and just ERT, as defined by philosopher John Rawls. Methods. Needs assessment surveys were conducted using Office 365 Forms distributed via WhatsApp, targeting medical students and teaching staff during the 5 undergraduate years. Data were analysed quantitatively and qualitatively. Results. Ninety-two percent (266/289) of students and 73.5% (62/84) of teaching staff responded. Surveys revealed a high penetration of smartphones among students, but poor internet accessibility and affordability in homes. Some teaching staff also reported internet and device insufficiencies. Only WhatsApp was accessible to students and teaching staff. Conclusions. For equitable access to ERT in the future, the surveys revealed infrastructural improvement needs, including wider, stronger, affordable WiFi coverage within Botswana and enhanced digital infrastructures in educational institutions, with increased support for students.

Background Community-based education (CBE) involves educating the head (cognitive), heart (affective), and the hand (practical) by utilizing tools that enable us to broaden and interrogate our value systems. This article reports on the use of virtue ethics (VE) theory for understanding the principles that create, maintain and sustain a socially accountable community placement programme for undergraduate medical students. Our research questions driving this secondary analysis were; what are the goods which are internal to the successful practice of CBE in medicine, and what are the virtues that are likely to promote and sustain them? Methods We conducted a secondary theoretically informed thematic analysis of the primary data based on MacIntyre’s virtue ethics theory as the conceptual framework. Results Virtue ethics is an ethical approach that emphasizes the role of character and virtue in shaping moral behavior; when individuals engage in practices (such as CBE), goods internal to those practices (such as a collaborative attitude) strengthen the practices themselves, but also augment those individuals’ virtues, and that of their community (such as empathy). We identified several goods that are internal to the practice of CBE and accompanying virtues as important for the development, implementation and sustainability of a socially accountable community placement programme. A service-oriented mind-set, a deep understanding of community needs, a transformed mind, and a collaborative approach emerged as goods internal to the practice of a socially accountable CBE. The virtues needed to sustain the identified internal goods included empathy and compassion, connectedness, accountability, engagement [sustained relationship], cooperation, perseverance, and willingness to be an agent of change. Conclusion This study found that MacIntyre’s virtue ethics theory provided a useful theoretical lens for understanding the principles that create, maintain and sustain CBE practice. Electronic supplementary material The online version of this article (10.1186/s12909-019-1679-7) contains supplementary material, which is available to authorized users.

Colonialism’s legacy in South Africa includes persistent economic inequality which, since the country’s universities charge fees, bars many from higher education, perpetuating the marginalisation of those previously disadvantaged by the apartheid regime. In 2015–6, country-wide unrest raged across university campuses, as students protested the yearly cycle of tuition increases under the slogan #FeesMustFall, demanding “ free, decolonised education”. Protests ended in December 2017 when the government announced a sliding-scale payment policy alleviating the economic burden for poorer students. This paper sets the #FMF movement and its twin demands within the context of decoloniality, and argues that while free education has been achieved, imagining and implementing decolonised education for South Africa in an increasingly globalised world is a more challenging, elusive goal.

In its ideal conception, the post-apartheid education landscape is regarded as a site of transformation that promotes democratic ideals such as citizenship, freedom, and critical thought. The role of the educator is pivotal in realising this transformation in the learners she teaches, but this realisation extends beyond merely teaching the curriculum to the educator herself, as the site where these democratic ideals are embodied and enacted. The teacher is thus centrally placed as a moral agent whose behaviour, in the classroom space particularly, should, ideally, represent and communicate the values we aspire to cultivate in post-apartheid South African society generally. Thus, this notion of what teaching encompasses fits broadly into the conception of a "practice" in the sense developed by Alasdair MacIntyre, in that it is a transformative activity the enactment of which not only benefits the practitioner, but also extends to and benefits the broader community as well. Furthermore, practices are grounded in features of social or moral life we hold to be significant and, importantly, it is only through their active cultivation that they can be made tangible and further developed. Maclntyre's theory of virtue is based on a three-fold interrelationship between practices, how they meaningfully narrate and shape an individual life, and how, in turn, this builds and sustains our moral and social traditions. Using these ideas to analyse post-apartheid South Africa, and the structural transformation paradox it is in, reveals the difficult and complex nature of a society that is in this transitional space. The claim is that attentiveness to practices in the educational space, and to the way they shape and inform moral and social traditions, is necessary to more fully understand and guide this societal transformation.

This paper draws together as many as possible of the clues and pieces of the puzzle surrounding T. S. Eliot’s “infamous” literary term “objective correlative”. Many different scholars have claimed ...

Whilst the government-commissioned Rose Report (2009) on provision and support for dyslexic learners in England called for the deployment of more specialist dyslexia teachers in mainstream schools, the reality seems to be that the job of teaching literacy to children with dyslexia is falling to teaching assistants (TAs). As a result, specialist training courses for TAs have been developed in England. Using the Coldwell and Simkins Training Impact Framework, the present study examines TAs participants’ perceptions of the impact of two such local authority-based training programmes, not just in terms of the impact upon their individual practice, but also in terms of their perceptions of the wider impact of their status as a trained ‘expert’ upon their schools’ policies, culture and practice. ‘Enabling’ and ‘blocking’ factors influencing this wider impact are identified, and implications for the deployment of specialist TAs and the design of their training courses are discussed.

This critical review aims to more fully situate the claim Martin Heidegger makes in “Letter on Humanism” that a “productive dialogue” between his work and that of Karl Marx is possible. The prompt ...

This article discusses Martin Heidegger's interpretation of Parmenides given in his last public lecture “The Principle of Identity” in 1957. The aim of the piece is to illustrate just how original and significant Heidegger's reading of Parmenides and the principle of identity is, within the history of philosophy. Thus the article will examine the traditional metaphysical interpretation of Parmenides, and consider G. W. F. Hegel and William James’ account of the principle of identity in light of this. It will then consider Heidegger's contribution, his return to and re-interpretation of Parmenides in his last lecture. Heidegger will, through the Parmenidean claim that “Thinking and Being are one”, deconstruct the traditional metaphysical understanding of the principle of identity, and in its place offer a radically different conception of how our relationship, our “belonging together” with Being can be understood.

In this article, Dominic Griffiths reflects upon the current cultural gapbetween those who locate themselves as working ‘on the inside’ of the worldof ‘special educational needs’ and the ‘inclusion movement’ and those whomight be describe as ‘mainstream classroom teachers’. Griffiths warns of thedangers of the dangers of ‘enculturation’ of the ‘insiders’ which can lead tocommunal visions of mainstream teachers as ‘barriers to inclusion’. Equally,from ‘outsider’ perspectives, the world of special and inclusive education maybe perceived as ‘mysterious’, hidden in a fog of arcane acronyms and popu-lated by specialist ‘experts’. The author calls for a conscious demystificationof this world and an active reaching out to and nurturing of mainstream col-leagues without whom, he argues, the inclusion project cannot succeed.

No one is quite sure what happened to T. S. Eliot in that rose garden. What we do know is that it formed the basis for Four Quartets , arguably the greatest English poem written in the twentieth century. Luckily it turns out that Martin Heidegger, when not pondering the meaning of being, spent a great deal of time thinking and writing about the kind of event that Eliot experienced. This essay explores how Heidegger developed the concept of Ereignis (“event”) which, in the context of Eliot’s poetry, helps us understand an encounter with the “heart of light” a little better.

Daring to disturb the universe: Heidegger's authenticity and The love song of J. Alfred Prufrock In Heidegger's "Being and time" certain concepts are discussed which are central to the ontological constitution of "Dasein". This article demonstrates the interesting way in which some of these concepts can be used in a reading of T.S. Eliot's "The love song of J. Alfred Prufrock". A comparative analysis is per- formed, explicating the relevant Heideggerian terms and then relating them to Eliot's poem. In this way strong parallels are revealed between the two men's respective thoughts and dis- tinct modernist sensibilities. Prufrock, the protagonist of the poem, and the world he inhabits illustrate poetically concepts such as authenticity, inauthenticity, the "they", idle talk and angst, which Heidegger develops in "Being and time". Opsomming Die heelal durf versteur: outentisiteit by Heidegger en in The love song of J. Alfred Prufrock In "Being and time" bespreek Heidegger sekere konsepte wat sentraal staan tot die ontwikkeling van sy idees rondom "Da- sein". Hierdie artikel ontleed die ontheemde manier waarop sommige van hierdie konsepte gebruik kan word in 'n inter- pretasie van T.S. Eliot se werk "The love song of J. Alfred Prufrock". In 'n vergelykende studie word die betrokke Heideg- geriaanse terme eers uiteengesit en daarna in verband gebring met Eliot se gedig. Op hierdie wyse word sterk parallelle getrek

S-phase and DNA damage checkpoint controls block the onset of mitosis when DNA is damaged or DNA replication is incomplete. It has been proposed that damaged or incompletely replicated DNA generates structures that are sensed by the checkpoint control pathway, although little is known about the structures and mechanisms involved. Here, we show that the DNA replication initiation proteins Orp1p and Cdc18p are required to induce and maintain the S-phase checkpoint in Schizosaccharomyces pombe. The presence of DNA replication structures correlates with activation of the Cds1p checkpoint protein kinase and the S-phase checkpoint pathway. By contrast, induction of the DNA damage pathway is not dependent on Orp1p or Cdc18p. We propose that the presence of unresolved replication forks, together with Orp1p and Cdc18p, are necessary to activate the Cds1p-dependent S-phase checkpoint.

Within the context of dyslexia, Dr Dominic Griffiths explains how high-quality training for teaching assistants can help to develop an inclusive school environment

This study, authored by Dominic Griffiths and Rachel Dubsky, both of Manchester Metropolitan University, considers the impact of the new National Award for Special Educational Needs Coordinators (NASENCo) in one English local authority. Data on the impacts upon both SENCos' personal professional development and upon their schools are drawn from semi-structured interviews with six SENCOs, their headteachers and one colleague from each of their schools. Factors that appear to have enhanced or modified the impact of the training are identified. The article discussed, firstly, the emerging theme of SENCos' own perceptions of their role, and then the implications of the study's findings for future NASENCo course design.

Against a background of increasing student eligibility for ‘access arrangements’ in examinations for the General Certificate of Secondary Education (GCSE), this article examines the processes within schools that structure a student's access to the provision of reading support, including staff and student viewpoints. Dominic Griffiths, who is a Senior Advisory Teacher with Tameside Local Authority Education Psychology and Learning Support Team, and Kevin Woods, who is a Senior Lecturer in Educational and Child Psychology at the University of Manchester, report upon a series of four case studies, each based within an urban secondary school offering some form of reading support to students in GCSE examinations. Each case study incorporates student interviews, observations of reading support in action, and interviews with staff who manage and provide reading support in examinations. Quantitative findings show an association between students' preferred mode of reading support and the location in which it is provided. Qualitative analyses revealed key themes relating to the dynamics of provision and use of reading support, including ‘student worthiness’, ‘relationships’ and ‘unfair advantage’. Recommendations are made for a more central role for student consultation within processes for providing reader support to GCSE examination candidates.

Assembly of replication complexes at the replication origins is strictly regulated. Cdc45p is known to be a part of the active replication complexes. In Xenopus egg extracts, Cdc45p was shown to be required for loading of DNA polymerase alpha onto chromatin. The fission yeast cdc45 homologue was identified as a suppressor for nda4 and named sna41. Nevertheless, it is not known how Cdc45p facilitates loading of DNA polymerase alpha onto chromatin, particularly to prereplicative complexes. To gain novel insight into the function of this protein in fission yeast, we characterized the fission yeast Cdc45 homologue, Sna41p. We have constructed C-terminally epitope-tagged Sna41p and Pol alpha p and replaced the endogenous genes with the corresponding tagged genes. Analyses of protein-protein interactions in vivo by the use of these tagged strains revealed the following: Sna41p interacts with Pol alpha p throughout the cell cycle, whereas it interacts with Mis5p/Mcm6p in the chromatin fractions at the G(1)-S boundary through S phase. In an initiation-defective sna41 mutant, sna41(goa1), interaction of Pol alpha p with Mis5p is not observed, although Pol alpha p loading onto the chromatin that occurs before G(1) START is not affected. These results show that fission yeast Sna41p facilitates the loading of Pol alpha p onto minichromosome maintenance proteins. Our results are consistent with a model in which loading of Pol alpha p onto replication origins occurs through two steps, namely, loading onto chromatin at preSTART and association with prereplicative complexes at G(1)-S through Sna41p, which interacts with minichromosome maintenance proteins in a cell cycle-dependent manner.

This paper explores the incongruence between white South Africans' pre- and postapartheid experiences of home and identity, of which a wave of emigration is arguably a result. Among the commonest reasons given for emigrating are crime and affirmative action; however, this paper uncovers a deeper motivation for emigration using Charles Taylor's concept of the social imaginary and Martin Heidegger's concept of dwelling. The skewed social imaginary maintained by apartheid created an unrealistic sense of dwelling for most white South Africans. After 1994, the conditions supporting this imaginary disintegrated. Many white South Africans feel so strong a sense of unease they can no longer dwell in the country. Many try to escape through emigration, but carry unresolved questions of identity and belonging to their new "homes."

Background Intraperitoneal chemotherapy is limited by tissue penetration. Pressurized intraperitoneal aerosol chemotherapy (PIPAC) has been shown to improve drug uptake by utilizing the physical properties of gas and pressure. This study investigated the effect of adding electrostatic precipitation to further enhance the pharmacologic properties of this technique. Methods A comparative study was performed using an in vivo porcine model. There were 3 cases in each group, PIPAC and electrostatic precipitation pressurized intraperitoneal aerosol chemotherapy (ePIPAC), plus 1 negative control comparing intraperitoneal distribution and tissue uptake of 2 tracer substances (toluidine blue and DT01). Tracer uptake was determined by measuring DT01 in tissue and peritoneal fluid at the end of each procedure. Results Electrostatic precipitation of the aerosol was technically feasible in all ePIPAC animals. The aerosol was cleared completely from the visual field within 15 s in the ePIPAC group versus 30 min in the PIPAC group. The peritoneal surface was homogeneously stained in both groups. After 30 min, 1.5 % remaining DT01 was measured in samples of ePIPAC-treated peritoneal fluid versus 15 % in PIPAC animals (p = 0.01). Tissue concentration was increased after ePIPAC versus PIPAC (p = 0.06). Conclusions ePIPAC is technically feasible and improves tissue uptake of 2 tracer substances compared to PIPAC by up to tenfold. Intraperitoneal distribution was homogeneous in both groups. ePIPAC has the potential to allow more efficient drug uptake, further dose reduction, a significant shortening of the time required for PIPAC application, and improved health and safety measures. Electronic supplementary material The online version of this article (doi:10.1245/s10434-016-5108-4) contains supplementary material, which is available to authorized users.