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Our research explores the experience of adults looking for flexible online learning opportunities that intersect with university study. We interviewed 58 people living in 14 African countries who have taken a Massive Open Online Course (MOOC) developed by the University of Cape Town. The interview data reveals diverse uses of MOOCs in workplace contexts. While only two of those we interviewed articulated a goal of making a career change, there were many more taking a MOOC for some form of self-development within their current profession. There were also cases where people had not yet identified a new career, but believed the knowledge and skills would support future transitions. Our intentions for exploring the expectations of MOOC takers regionally is to improve our understanding of how universities, following open practices, could support the educational aspirations of this audience through the provision of flexible online learning opportunities.

When the National Benchmark Tests (NBTs) were first considered, it was suggested that the results would assess entry-level students' academic and quantitative literacy, and mathematical competence, assess the relationships between higher education entry-level requirements and school-level exit outcomes, provide a service to higher education institutions with regard to selection and placement, and assist with curriculum development, particularly in relation to foundation and augmented courses. We recognise there is a need for better communication of the findings arising from analysis of test data, in order to inform teaching and learning and thus attempt to narrow the gap between basic education outcomes and higher education requirements. Specifically, we focus on identification of mathematical errors made by those who have performed in the upper third of the cohort of test candidates. This information may help practitioners in basic and higher education. The NBTs became operational in 2009. Data have been systematically accumulated and analysed. Here, we provide some background to the data, discuss some of the issues relevant to mathematics, present some of the common errors and problems in conceptual understanding identified from data collected from Mathematics (MAT) tests in 2012 and 2013, and suggest how this could be used to inform mathematics teaching and learning. While teachers may anticipate some of these issues, it is important to note that the identified problems are exhibited by the top third of those who wrote the Mathematics NBTs. This group will constitute a large proportion of first-year students in mathematically demanding programmes. Our aim here is to raise awareness in higher education and at school level of the extent of the common errors and problems in conceptual understanding of mathematics. We cannot analyse all possible interventions that could be put in place to remediate the identified mathematical problems, but we do provide information that can inform choices when planning such interventions.

Leishmania parasites are transmitted to mammalian hosts through the bite of sandflies. These parasites can infect phagocytic cells (macrophages, dendritic cells, and neutrophils) and non-phagocytic cells (B cells and fibroblasts). In mice models, the disease development or resolution is linked to T cell responses involving inflammatory cytokines and the activation of macrophages with the M1/M2 phenotype. However, this mechanism does not apply to human infection where a more complex immunological response occurs. The understanding of interactions between immune cells during Leishmania infection in humans is still limited, as current infection models focus on individual cell types or late infection using controlled human infection models (CHIMs). This study investigated the early parasite infection in freshly isolated peripheral blood-derived (PBD) leukocytes over 24 h. Flow cytometer analysis is used in immunophenotyping to identify different subpopulations. The study found that among the L. aethiopicaGFP-associated leukocytes, most cells were neutrophils (55.87% ± 0.09 at 4 h) and monocytes (23.50% ± 0.05% at 24 h). B cells were 12.43% ± 0.10% at 24 h. Additionally, 10–20% of GFP+ leukocytes did not belong to the aforementioned cell types, and further investigation revealed their identity as CD4+ T cells. Data not only confirm previous findings of Leishmania infection with PBD leukocytes and association with B cells but also suggest that CD4+ T cells might influence the early-stage of infection. [ABSTRACT FROM AUTHOR]

We describe the evolving learning design of a computer-based exercise called "Director's Cut" that challenges students to create their own video sequence from a set of clips we provide. The context is a film theory course where the community of educators have been interested in introducing practical exercises so students can, for example, experience how their choices influence which character the audience identifies with most strongly. This design process is presented within the theoretical frames of multimodality and production based learning, offering insights into how we balanced constraints and creativity as learning designers in the context of a South African university

THERE IS AN ESSAY in Peter Sirr's collection Intimate City which describes his looking in the window of an old favorite bookshop, Greene's of Clare Street, Dublin, and finding it [...]

MOOCs have been seen as holding promise for advancing Open Education. While the pedagogical design of the first MOOCs grew out of the Open Education Movement, the current trend has MOOCs exhibiting fewer of the original openness goals than anticipated. The aim of this study is to examine the practices and attitudes of MOOC educators at an African university and ask whether and how their practices and attitudes become open after creating and teaching a MOOC. Activity Theory is used to contextually locate the educators' motivations and to analyse their practices in terms of striving towards an object. With this lens we describe how educators' openness-related practices and attitudes change over time in two different MOOCs. Two sets of conceptions of open practices are used to detect instances of change, providing four dimensions of changed open educational practices. Semi-structured interviews, focus groups, and artefacts provide data for this rare study, which considers these issues from the perspective of the Global South. Through studying the educators' practices in relation to openness, it becomes evident how open practices are emergent and responsive.

Massive open online courses (MOOCs) are a new form of educational provision occupying a space between formal online courses and informal learning. Adopting measures used with formal online courses to assess the outcomes of MOOCs is often not informative because the context is very different. The particular affordances of MOOCs shaping learning environments comprise scale (in terms of numbers of students) and diversity (in terms of the types of students). As learning designers, we focus on understanding the particular tools and pedagogical affordances of the MOOC platform to support learner engagement. Drawing on research into learner engagement conducted in the broader field of online learning, we consider how learner engagement in a MOOC might be designed for by looking at three pedagogical aspects: teacher presence, social learning, and peer learning.

EOGHAN SMITH'S first novel The Failing Heart was a welcome breath of stale air in the world of the Irish novel. It concerned itself not with the materialism of post-Catholic [...]

In this paper we propose that learning in engineering involves taking on the discourse of an engineering community, which is intimately bound up with the identity of being a member of that community. This leads to the notion of discursive identity, which emphasises that students' identities are constituted through engaging in discourse. This view of learning implies that success in engineering studies needs to be defined with particular reference to the sorts of identities that students develop and how these relate to identities in the world of work. In order to achieve successful learning in engineering we need to recognise the multiple identities held by our students, provide an authentic range of engineering-related activities through which students can develop engineering identities and make more explicit key aspects of the discourse of engineering of which lecturers are tacitly aware. We include three vignettes to illustrate how some of the authors of this paper (from across three different institutions) have applied this perspective of learning in their teaching practice.

In this paper, we propose that learning in engineering involves taking on the discourse of an engineering community, which is intimately bound up with the identity of being a member of that community. This leads to the notion of discursive identity, which emphasises that students' identities are constituted through engaging in discourse. This view of learning implies that success in engineering studies needs to be defined with particular reference to the sorts of identities that students develop and how these relate to identities in the world of work. In order to achieve successful learning in engineering, we need to recognise the multiple identities held by our students, provide an authentic range of engineering-related activities through which students can develop engineering identities and make more explicit key aspects of the discourse of engineering of which lecturers are tacitly aware. We include three vignettes to illustrate how some of the authors of this paper (from across three different institutions) have applied this perspective of learning in their teaching practice.

Powerful applications such as Microsoft Office's Excel and Word are widely used to perform common tasks in the workplace and in education. Scripting within these applications allows unanticipated user requirements to be addressed. We show that such extensibility, intended to support office automation-type applications, is well suited to the creation of learning activities and learning environments. We have developed a range of tutorial activities using Excel and Word in introductory mathematics, writing and economics courses. These tutorials have the dual purpose of teaching academic concepts and practical computer literacy skills. The software architecture of our learning environment includes a database-supported back-end to automatically record students responses, which allows for greater control over what students do. Additionally, this allows one to automate common procedures to improve usability and feedback automation to support learning. We have been applying our ideas for the last six years and currently 1,500 students are using the environment. We suggest that this pragmatic solution can provide a high degree of interactivity and flexibility in a range of learning contexts that represents a cost-effective alternative for use alongside traditional approaches.

There are concerns about mental health in academia globally, which is a direct consequence of an increase of a neoliberal entrepreneurial approach, one heightened during the time of the pandemic. This paper uses Skotnicki and Nielsen's categories of alienation and Fisher's work on capitalist realism to make sense of academic staff's responses to a survey on their experiences with Emergency Remote Teaching, collected in 2021 at a large research-intensive university in South Africa. The responses indicate that participants all experienced some form of alienation, though experienced and expressed differently. We suggest expanding Skotnicki and Nielsen's lens on agency and structure with what we found missing, an element of culture, to ask the question: "How can a university create and rebuild a sense of community and belonging to counter alienation?". We propose a concerted effort to build spaces for collective encounters to rediscover community, which may allow us to re-imagine a future for the academy beyond conflicting imperatives of responding to the need for socio-economic redress and delivering education as a public good, in times of austerity budgets. [ABSTRACT FROM AUTHOR]

Chronic obstructive pulmonary disease is a prevalent condition in the UK, associated with high morbidity and mortality. Hospital physicians manage a significant portion of acute chronic obstructive pulmonary disease admissions to hospital and readmissions after discharge. Optimal management of exacerbations requires controlled oxygen therapy and ventilatory support where necessary, and careful administration of bronchodilators, steroids and antibiotics. Holistic care for these patients includes nutritional supplementation and palliative support for those with advanced disease. To reduce the chance of readmission, chronic obstructive pulmonary disease care bundles can be used, along with a review of inhaled and oral therapies. Where available, hospital-at-home discharge schemes can safely facilitate early discharge. Most importantly, high quality evidence-based smoking cessation support must be offered to smokers. Exercise improves the physiological and psychological condition of people with chronic obstructive pulmonary disease and should be encouraged, with referral to a pulmonary rehabilitation service if available. [ABSTRACT FROM AUTHOR]

Development of human leishmaniasis is dependent on the ability of intracellular Leishmania parasites to spread and enter macrophages. The mechanism through which free promastigotes and amastigotes bind and enter host macrophages has been previously investigated; however, little is known about intracellular trafficking and cell‐to‐cell spreading. In this study, the mechanism involved in the spreading of Leishmania aethiopica and Leishmania mexicana was investigated. A significant increase in phosphatidylserine (PS) exhibition, cytochrome C release, and active caspase‐3 expression was detected (P < 0.05) during L. aethiopica, but not L. mexicana spreading. A decrease (P < 0.05) of protein kinase B (Akt) protein and BCL2‐associated agonist of cell death (BAD) phosphorylation was also observed. The nuclear factor kappa‐light‐chain enhancer of activated B cells (NF‐kB) signaling pathway and pro‐apoptotic protein protein kinase C delta (PKC‐δ) were downregulated while inhibition of caspase‐3 activation prevented L. aethiopica spreading. Overall suggesting that L. aethiopica induces host cell's apoptosis during spreading in a caspase‐3‐dependent manner. The trafficking of amastigotes within macrophages following cell‐to‐cell spreading differed from that of axenic parasites and involved co‐localization with lysosomal‐associated membrane protein 1 (LAMP‐1) within 10 min postinfection. Interestingly, following infection with axenic amastigotes and promastigotes, co‐localization of parasites with LAMP‐1‐positive structures took place at 1 and 4 h, respectively, suggesting that the membrane coat and LAMP‐1 protein were derived from the donor cell. Collectively, these findings indicate that host cell apoptosis, demonstrated by PS exhibition, caspase‐3 activation, cytochrome C release, downregulation of Akt, BAD phosphorylation, NF‐kB activation, and independent of PKC‐δ expression, is involved in L. aethiopica spreading. Moreover, L. aethiopica parasites associate with LAMP‐rich structures when taken up by neighboring macrophages. [ABSTRACT FROM AUTHOR]

The article focuses on reflections about the 250th anniversary we are commemorating throughout 2019 and how it has helped me to listen, understand to citizens of San Diego, California. It mentions abject poverty on reservations and negative stereotypes and reservations were created, government officials often selected lands that were remote and not coveted by white settlers. It also mentions unique struggles and successes that demonstrate the strength, courage, and resilience of native peoples.

The article analyzes the film "Halloween," by John Carpenter. It states that the film was regarded as a classic of the horror genre, and it explores the story of the movie to help contextualize the discussion. The author mentions the simplicity of the narrative that permitted Carpenter to focus on other aspects of the movie, and making it a skillfully create horror.

SUMMARY: Green fluorescent protein (GFP)-parasite transfectants have been widely used as a tool for studying disease pathogenesis in several protozoan models and their application in drug screening assays has increased rapidly. In the past decade, the expression of GFP has been established in several Leishmania species, mostly for in vitro studies. The current work reports generation of four transgenic parasites constitutively expressing GFP (Leishmania mexicana, Leishmania aethiopica, Leishmania tropica and Leishmania major) and their validation as a representative model of infection. This is the first report where stable expression of GFP has been achieved in L. aethiopica and L. tropica. Integration of GFP was accomplished through homologous recombination of the expression construct, pRib1.2 α NEO α GFP downstream of the 18S rRNA promoter in all species. A homogeneous and high level expression of GFP was detected in both the promastigote and the intracellular amastigote stages. All transgenic species showed the same growth pattern, ability to infect mammalian host cells and sensitivity to reference drugs as their wild type counterparts. All four transgenic Leishmania are confirmed as models for in vitro and possibly in vivo infections and represent an ideal tool for medium throughput testing of compound libraries. [ABSTRACT FROM AUTHOR]

Zirconium oxide (ZrO2)has been nominated as a radiopacifying agent for use in MTA-like Portland cement-based root-filling materials. This research examines the impact of 20 wt% ZrO2 nanoparticles in the size range 50 to 75 nm on the early hydration chemistry of white Portland cement. Nano-ZrO2 was found to accelerate the degree of hydration by 26% within the first 24 h by presenting efficient nucleation sites for the precipitation and growth of the early C-S-H gel products. The presence of nano-ZrO2 was also found to divert the fate of the aluminium-bearing reaction products by lowering the ettringite to monosulphate ratio, reducing the size of the ettringite crystals and by increasing the Al:Si ratio of the C-S-H gel phase. The chemical and microstructural changes conferred upon the cement matrix by the nano-ZrCs particles had a positive impact on in vitro biocompatibility with respect to MG63 osteosarcoma cells (via MTT assay). [ABSTRACT FROM AUTHOR]

Online learning activities have promised new ways to engage students. This paper describes the design and use of the NewsScripts online learning exercise over a decade. This web-based television news scriptwriting exercise is used with media students at the University of Cape Town to expose them to news scriptwriting practices. Students write a script to match a video, employing a television news writing style. The more important transformational opportunity is deepening students' own critical media analysis skills. Our focus is how the NewsScripts design evolved and changed over time to remain part of the curriculum. Underlying the curricula of university media programs are tensions around balancing analysis and critique with more practical skills. Even when such opportunities are created in the curriculum, it is challenging to entrench these as alternative forms of assessment to an essay. This paper describes successive cycles of the design of NewsScripts intersected with these curricula and planning concerns. [ABSTRACT FROM AUTHOR]

Diverse political, cultural and biological needs epitomise the contrasting demands impacting on the mandate of the South African National Parks (SANParks) to maintain biological diversity. Systems-based approaches and strategic adaptive management (learn by doing) enable SANParks to accommodate these demands. However, such a management strategy creates new information needs, which require an appropriate analytical approach. We use conceptual links between objectives, indicators, mechanisms and modulators to identify key concerns in the context of and related to management objectives. Although our suggested monitoring designs are based mostly on defined or predicted underlying mechanisms of a concern, SANParks requires inventory monitoring to evaluate its key mandate. We therefore propose a predictive inventory approach based on species assemblages related to habitat preferences. Inventories alone may not always adequately serve unpacking of mechanisms: in some cases population size needs to be estimated to meet the information needs of management strategies, but actual population sizes may indirectly affect how the species impact on other values. In addition, ecosystem objectives require multivariate assessments of key communities, which can be used in trend analysis. SANParks therefore needs to know how to detect and define trends efficiently, which, in turn, requires precision of measures of variables. Conservation implications: Current research needs with regard to monitoring should focus on defining designs to yield optimal precision whilst taking methodology, survey trade-offs and analytical approaches into account. Use of these directives and research will guide monitoring during evaluation of SANParks objectives at various scales. [ABSTRACT FROM AUTHOR]

The Kruger National Park's (KNP) adopted system of management, called Strategic Adaptive Management (SAM), originated during the Kruger National Park Rivers Research Programme (KNPRRP) of the 1990s. An important concept in SAM is the thresholds of potential concern (TPCs), representing end-points in a continuum of change. TPCs within the KNP SAM system guide management if or when reached, 'red-flagging' possible negative biodiversity impacts and catalysing consideration of management options. TPC-related monitoring generates the strategic information for ongoing evaluation, learning and adaptation within SAM. Post- KNPRRP, although river flow and water quality TPCs have been implemented partly, those designed to detect undesirable changes in biodiversity have not been implemented, until recently. This paper describes the history, rationale, application and ongoing developments associated with the KNP river TPCs over the last decade, providing some key lessons for organisations utilising SAM. The paper concludes with an overview of new thinking and future directions envisaged for the KNP river TPCs, as part of the KNP SAM system. Conservation implications: This paper documents important concepts of strategic adaptive management associated with the KNP river systems. Understanding, related to the rationale and justification for use and development or refinement of the thresholds of potential concern, lays an important foundation for ongoing work in managing these rivers adaptively. [ABSTRACT FROM AUTHOR]

The Cape Town Open Education Declaration and other visionary documents seek to unify and challenge educators in the creation and use of open learning resources. We rhetorically analyse the Declaration which idealizes the educational process and contrast this with the practical challenges which affect the development and use of open educational resources. We draw on classical rhetoric and hermeneutics as analytical tools of such visionary documents that contain little factual information. Without an initial vision, an enabling environment, complete with policies and funding, means very little. We argue that analysing such vision documents is important part in persuading educators to take further steps towards creating, shaping and evolving their own educational practices. [ABSTRACT FROM AUTHOR]

Seminar presentations, by academics successfully using educational technology to support their courses, form a visible part of many staff development programmes. These events contribute to developing a community of academics that use educational technology and are sharing experiences on its use in supporting teaching and learning. We draw on classic rhetorical analysis to highlight the epideictic or ceremonial form of these presentations we see as exemplary of these events. These presentations tend to be quite distinct from how educational technology research or best practice is disseminated. We argue that this epideictic form is a vital component in emerging communities of practice and, for example, communicates the value of working collaboratively. While the underlying intuition is widely acknowledged, our analysis offers a framework to view these conscious and stylistic choices across learning communities. [ABSTRACT FROM AUTHOR]

Film and media courses appear well placed to exploit technology convergence in exposing students both to practical skills and to theoretical concepts. For the University of Cape Town's (UCT) large film and media studies courses, it is impractical simply to use the technology of professionals as this would typically be too expensive to purchase and time-consuming to run. Our approach has been to develop activities that can run with large classes in generic computer laboratories and which simulate environments and tools of the real world. Two illustrative examples, emphasising writing skills in context, involve the production of a TV news story and the development of a proposal for an educational soap opera. Using these, we reflect on our experience of integrating practical skills into the curriculum of a traditional academic institution, where these skills have a lower status and must be sufficiently flexible to accommodate changes in the higher-status academic components. This suggests that such flexibility has to be part of the design of practical interventions and that they should additionally aim to provide a challenge to some of the more theoretical aspects of these courses. While developing one's own interventions allows for some of this flexibility to be incorporated into the design, it remains difficult for academic departments to adopt these solutions as their own, thus requiring continued involvement of the original developers to adapt to changes. [ABSTRACT FROM AUTHOR]