15,208 results
Search Results
2. Intersectionality in Education: Rationale and Practices to Address the Needs of Students' Intersecting Identities. OECD Education Working Papers. No. 302
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Samo Varsik, and Julia Gorochovskij
- Abstract
Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students' attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.
- Published
- 2023
- Full Text
- View/download PDF
3. How Are OECD Governments Navigating the Digital Higher Education Landscape? Evidence from a Comparative Policy Survey. OECD Education Working Papers. No. 303
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Nikolaj Broberg, and Gillian Golden
- Abstract
Module A of the OECD Higher Education Policy Survey (HEPS) 2022 elicited information on policies to promote digitalisation of higher education in OECD member and accession countries. In total, 30 jurisdictions responded, providing comparative information on various areas of digitalisation policy, from regulation and governance to financial and human resources. The survey results provide insight into the role of public authorities in guiding, coordinating and resourcing the digital transformation of higher education institutions. The analysis and comparative tables in this working paper provide insights that can support the development of strategic digitalisation policies.
- Published
- 2023
- Full Text
- View/download PDF
4. Investigating the impacts of New Zealand government's recent actions: On the pulp and paper industry in nz
- Author
-
Minten, Peter
- Published
- 2024
5. Indicators of Inclusion in Education: A Framework for Analysis. OECD Education Working Papers. No. 300
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Cecilia Mezzanotte, and Claire Calvel
- Abstract
Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
- Published
- 2023
- Full Text
- View/download PDF
6. Learning for Sustainability: Key Questions for Organising & Designing Curricula. Input Paper. Working Group on Schools, Sub-Group on Education for Environmental Sustainability. European Education Area Strategic Framework
- Author
-
European Commission, Directorate-General for Education, Youth, Sport and Culture and Galvin, Conor
- Abstract
The EU Working Group on Learning for Sustainability (LfS) is currently exploring how policy action can assist in the development and introduction of school curricula and appropriate pedagogies to improve opportunities for learning for sustainability in Europe's schools. This paper brings forward input on how learning for environmental sustainability can be strengthened by policy actions to develop a framework and relevant resources and capabilities across the Member States. It also summarises some of the key challenges that need to be addressed for any LfS curriculum activity to have an impact. The paper considers: (1) the challenges of curriculum work in the LfS space and what lessons may be taken from examples of well-regarded practice in this area; and (2) sets out some key considerations relating to the specification, resourcing, and capacity-building necessary to develop this area of curriculum practice. It closes with a consideration of the main policy barriers and opportunities for those involved in shaping, designing, and introducing LfS curriculum policy. The purpose of this paper is to encourage better understanding of the challenges of curriculum action in an area of policy work where countries vary considerably in readiness and current practice. [This paper was prepared with assistance from Louise O'Reilly. Paper prepared for the EU Working Group on schools: Learning for Sustainability (Sep 15-16, 2022).]
- Published
- 2023
- Full Text
- View/download PDF
7. Short Courses, Micro-Credentials, and Flexible Learning Pathways: A Blueprint for Policy Development and Action. Policy Paper. Flexible Learning Pathways in Higher Education
- Author
-
United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France), International Institute for Educational Planning (IIEP), van der Hijden, Peter, and Martin, Michaela
- Abstract
Several concurrent trends are increasing the likelihood that short courses, microcredentials, and flexible learning pathways will become a regular and even dominant feature of education and training globally. This policy paper reflects on these trends with special reference to the post-secondary education sector, and explores ways to organize short courses and micro-credentials as effective tools for offering up-to-date, quality learning to much larger segments of the population, creating flexible learning pathways, fostering learner autonomy, and formally acknowledging competencies. The paper discusses existing definitions and proposes a universal working definition for micro-credentials developed by UNESCO. It also describes 10 challenges that potentially threaten the successful roll-out of microcredentials. Challenges range from concerns -- some justified, others less so -- about the quality of pedagogy to doubts about level, credit points, progression, coherence, assessment, certification, and labour market value. The paper assesses each challenge and identifies actions that could contribute to the successful roll-out of short courses and micro-credentials. These include a functioning national qualifications framework, transparent recognition procedures, internal and external quality assurance, reliable assessment, facilities for digital storage, funding for learners and providers, and stakeholder engagement. Lastly, success also requires the development of easily accessible digital registers of learners' achievements, micro-credential qualifications, short courses, providers, assessors, awarders, quality assurance agencies, credential evaluators, employers, and job and promotion opportunities. The paper draws on country experiences, studies, and projects from all world regions, and highlights good practices. It concludes with seven recommendations targeted at public policy-makers to foster coordinated action, including further research to better understand short-course provision at country level and obstacles to the development of micro-credentials, as well as their added value for individual learners, the economy, and society at large.
- Published
- 2023
8. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
- Author
-
Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
- Abstract
Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
- Published
- 2021
9. Learning (In) Indigenous Languages: Common Ground, Diverse Pathways. OECD Education Working Papers. No. 278
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Angelo, Denise, Disbray, Samantha, Singer, Ruth, O'Shannessy, Carmel, Simpson, Jane, Smith, Hilary, Meek, Barbra, and Wigglesworth, Gillian
- Abstract
Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students' learning, engagement, identity and well-being, and can increase involvement of their communities in education. This working paper provides an overview of Indigenous languages learning in Aotearoa New Zealand, Australia and Canada. These three jurisdictions participate in an OECD initiative "Promising Practices in Supporting Success for Indigenous Students," designed to help education systems to improve the experiences and outcomes of Indigenous students in education. The significance of Indigenous languages constitutes common ground between the diverse Indigenous peoples in these three countries. But learning in Indigenous languages and learning Indigenous languages follow diverse pathways with local language programme designs that fit the different historical and contemporary language contexts within and between the countries.
- Published
- 2022
- Full Text
- View/download PDF
10. The Inclusion of LGBTQI+ Students across Education Systems: An Overview. OECD Education Working Papers. No. 273
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), McBrien, Jody, Rutigliano, Alexandre, and Sticca, Adam
- Abstract
Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education and reach their full potential. Because they belong to a minority that is often excluded by heteronormative/cisgender people, they are often the targets of physical and psychological harassment. Such discrimination can place them at risk for isolation, reduced academic achievement, and physical and mental harm. This paper provides a brief history of how the LGBTQI+ population has often been misunderstood and labelled in order to understand challenges faced by students who identify as a part of this population. It continues by considering supportive educational policies and programmes implemented from national to local levels across OECD countries. Finally, the paper considers policy gaps and discusses policy implications to strengthen equity and inclusion for LGBTQI+ students.
- Published
- 2022
- Full Text
- View/download PDF
11. Parents, Schools and Human Capital Differences across Countries. CEP Discussion Paper No. 1617
- Author
-
London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), De Philippis, Marta, and Rossi, Federico
- Abstract
This paper studies the contribution of parental influence in accounting for cross-country gaps in human capital achievements. We argue that the cross-country variation in unobserved parental characteristics is at least as important as the one in commonly used observable proxies of parental socio-economic background. We infer this through an indirect empirical approach, based on the comparison of the school performance of second-generation immigrants. We document that, within the same host country or even the same school, students whose parents come from high-scoring countries in the PISA test do better than their peers with similar socioeconomic backgrounds. Differential selection into emigration does not explain this finding. The result is larger when parents have little education and have recently emigrated, suggesting the importance of country-specific cultural traits that parents progressively lose as they integrate in the new host country, rather than of an intergenerational transmission of education quality. Unobserved parental characteristics account for about 15% of the cross-country variance in test scores, roughly doubling the overall contribution of parental influence.
- Published
- 2019
12. Nursing Students' Perspectives on ePortfolios: Themes and Preferences Compared with Paper-Based Experiences
- Author
-
Madden, Karyn, Collins, Emma, and Lander, Patrick
- Abstract
ePortfolios play an important role in tertiary education globally in the 21st Century. Several studies have advocated for the implementation of ePortfolios on the basis that they have the potential to integrate technology whilst making learning visible and meaningful for students. However, rarely is the implementation of ePortfolios, considered from the students' perspective. The development of web-based learning resources including ePortfolios platforms are often driven by software developers with an extensive degree of technical expertise, rather than teachers and educators and, without acknowledging potential difficulties this may create for students (Andrews & Cole, 2015; Beckers, Dolmons, & Merriënboer, 2016; Cordier et al. (2016); Leacock & Nesbit, 2007; Nam & Smith-Jackson, 2007). The aim of this study was to explore students' perspectives on the value of an ePortfolio platform in the final year for nursing students in the Bachelor of Nursing programme in a New Zealand tertiary institute. The data for this study were obtained through focus group sessions. Thematic analysis identified four themes from the data which were the importance of ease of use, feedback, transparency, and the role of supporting technology. This study aligns with previous literature in demonstrating students' preference for the use of ePortfolios but extends our knowledge by considering the value of ePortfolios from students' perspectives.
- Published
- 2019
13. The Social and Economic Rationale of Inclusive Education: An Overview of the Outcomes in Education for Diverse Groups of Students. OECD Education Working Papers. No. 263
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills and Mezzanotte, Cecilia
- Abstract
Since UNESCO's Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy. While some evidence exists on the positive impact that inclusive education reforms can have on the academic and personal outcomes of diverse students -- and in particular of students with special education needs -- limited information is available on the economic sustainability of such reforms. Starting from the literature on the correlations between education and individuals' life outcomes, this paper reviews the existing evidence on the potential benefits and costs of inclusive education reforms. Specifically, the paper discusses the evidence on the shortcomings of current education settings for diverse groups of students -- with specific sections on students with special education needs; immigrant and refugee students; ethnic groups, national minorities and Indigenous peoples; gifted students; female and male students; and LGBTQI+ (which stands for 'lesbian, gay, bisexual, transgender, queer and intersex') students. It highlights the individual and societal costs deriving from the low academic, social and emotional outcomes of these students and the socio-economic costs these yield for societies. Where possible, the paper also presents evidence on the effects of inclusive education reforms on diverse student groups.
- Published
- 2022
- Full Text
- View/download PDF
14. Is Educational Research in Aotearoa in Good Shape? An NZCER Occasional Paper
- Author
-
New Zealand Council for Educational Research (NZCER) and Wylie, Cathy
- Abstract
It is timely to take stock of the wellbeing of educational research in Aotearoa New Zealand. The major Education Work Programme 2021 includes a Research, Evaluation and Development Strategy. Te Ara Paerangi--Future Pathways Green Paper has launched a major review of the design of public funding for research institutions and for research taking place in tertiary and other education institutions. This paper canvasses the recent history and current landscape of educational research funding and support in Aotearoa New Zealand. It draws on the author's extensive experience in this field, and the need to test the author's growing unease that educational research in this country is, overall, not in good shape.
- Published
- 2022
15. When Practice Meets Policy in Mathematics Education: A 19 Country/Jurisdiction Case Study. OECD Education Working Papers. No. 268
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Schmidt, William H., Houang, Richard T., Sullivan, William F., and Cogan, Leland S.
- Abstract
The OECD Future of Education and Skills 2030 (E2030) project's overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that end, the E2030 project centres on the idea that education needs to equip students with the knowledge, skills, attitudes and values they need to become active, responsible and engaged citizens. Mathematics is considered a highly relevant subject for achieving the above stated goals, as such it requires further and more detailed analysis. As a result, it has been chosen as one of the E2030 project's subject-specific analyses. The project has been named the Mathematics Curriculum Document Analysis (MCDA) study as per the request of participating countries. This working paper presents the findings of the MCDA study, which involves participants from 19 countries and jurisdictions.
- Published
- 2022
- Full Text
- View/download PDF
16. Building Capacity for Inclusive Teaching: Policies and Practices to Prepare All Teachers for Diversity and Inclusion. OECD Education Working Papers. No. 256
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and Brussino, Ottavia
- Abstract
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences. To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area. Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career. Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed. While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching. This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries. It then presents core elements and competences to design and implement inclusive teaching strategies. Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.
- Published
- 2021
- Full Text
- View/download PDF
17. For corrugated packaging, the regional pulp and paper industry is a trade fortress
- Author
-
Woods, Tim
- Published
- 2023
18. Tell Me Something I Don't Already Know: Learning in Low and High-Inflation Settings. Working Paper 31485
- Author
-
National Bureau of Economic Research (NBER), Weber, Michael, Candia, Bernardo, Ropele, Tiziano, Lluberas, Rodrigo, Frache, Serafin, Meyer, Brent H., Kumar, Saten, Gorodnichenko, Yuriy, Georgarakos, Dimitris, Coibion, Olivier, Kenny, Geoff, and Ponce, Jorge
- Abstract
Using randomized control trials (RCTs) applied over time in different countries, we study how the economic environment affects how agents learn from new information. We show that as inflation has recently risen in advanced economies, both households and firms have become more attentive and informed about inflation, leading them to respond less to exogenously provided information about inflation and monetary policy. We also study the effects of RCTs in countries where inflation has been consistently high (Uruguay) and low (New Zealand) as well as what happens when the same agents are repeatedly provided information in both low- and high-inflation environments (Italy). Our results broadly support models in which inattention is an endogenous outcome that depends on the economic environment. [Additional funding was provided by the Fama-Miller Center and the Initiative on Global Markets at the University of Chicago Booth School of Business.]
- Published
- 2023
19. Identifying Work Skills: International Approaches. Discussion Paper
- Author
-
National Centre for Vocational Education Research (NCVER) (Australia), Siekmann, Gitta, and Fowler, Craig
- Abstract
The digital revolution and automation are accelerating changes in the labour market and in workplace skills, changes that are further affected by fluctuations in international and regional economic cycles and employment opportunity. These factors pose a universal policy challenge for all advanced economies and governments. In the workplace, people seek to acquire contemporary and relevant skills to gain employment and retain transferable skills to maintain employment. The central purpose of this paper is to investigate how other nations or regions are dealing with these issues. What approaches are they taking to understanding the mix and dynamics of the skills attained by individuals and, more broadly, the totality of skills that in aggregate constitute a highly capable and adaptable labour force, one that supports firm viability and greater national productivity. This research has examined a range of initiatives and approaches being developed or in use in selected countries, including the United States, Singapore and New Zealand, and agencies/organisations; for example, the European Commission and the Skills for the Information Age Foundation. In doing so, it showcases the good practices used to ensure that occupational-level skills information remains current and widely accessible. [For "Identifying Work Skills: International Case Summaries. Support Document," see ED579875.]
- Published
- 2017
20. Population dynamics and prey community of the invasive paper wasp Polistes chinensis (Hymenoptera: Vespidae) in a protected coastal habitat in New Zealand.
- Author
-
Reason, Aiden, Felden, Antoine, Bulgarella, Mariana, and Lester, Philip J.
- Subjects
- *
VESPIDAE , *POPULATION dynamics , *WILDLIFE conservation , *HYMENOPTERA , *PREDATION , *WASPS - Abstract
The Asian paper wasp (Polistes chinensis) is an invasive species in New Zealand and a voracious arthropod predator, incorporating a wide range of prey into its diet. We examined the colony survival and prey community composition of these wasps in a protected coastal habitat in New Zealand. Paper wasp colonies at this site were surveyed and monitored weekly over two summers. Our data showed that only ~20% of the monitored colonies each year survived until late summer, with high rates of colony mortality in late spring and early summer. We collected samples of wasp larval guts over a temporal gradient in one nesting season, and via DNA metabarcoding analysis, we identified the prey species consumed. The prey species most frequently identified in larval samples were endemic cicadas and several lepidopteran species. No native arthropod species of known conservation concern were identified in the analysis. However, 63% of the unique taxon sequences retrieved could not be identified by genus or species level, likely due to the absence of reference barcodes. These taxa may represent a group of understudied species, potentially highly endemic or localised. Our analysis indicates that these invasive wasps are opportunistic‐generalist predators with the potential to exert high predation pressure on native arthropods. P. chinensis may be preying on a range of understudied species, especially in remote, natural habitats across New Zealand. We recommend future studies continue to barcode native New Zealand arthropods in order to improve the taxonomic assignments of dietary studies. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
21. Innovating Teachers' Professional Learning through Digital Technologies. OECD Education Working Papers, No. 237
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and Minea-Pic, Andreea
- Abstract
Digital technologies offer immense potential for transforming teacher learning and the delivery of professional development activities throughout teachers' careers. As the COVID-19 pandemic has made face-to-face professional learning challenging or impossible for teachers to attend in many contexts, online professional learning options for teachers have been receiving renewed attention. This paper puts forward research evidence on the effectiveness of various forms of online learning for teachers and adults, and examines prerequisite conditions for enhancing teacher learning through digital technologies. Teachers' engagement in online learning activities, as captured by OECD surveys, remained limited in many OECD countries before the COVID-19 pandemic. This paper provides a basis for investigating how policies can support teachers' engagement in professional learning using digital technologies and help strike a balance between system-level provision of online teacher professional learning opportunities and the facilitation of teacher-led initiatives.
- Published
- 2020
- Full Text
- View/download PDF
22. 'Te aranga paerangi - future pathways' - review and views on the RSI green paper
- Author
-
Main, Allan
- Published
- 2021
23. Curriculum Reform: A Literature Review to Support Effective Implementation. OECD Education Working Papers, No. 239
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Gouëdard, Pierre, Pont, Beatriz, Hyttinen, Susan, and Huang, Pinhsuan
- Abstract
Countries consider curriculum reform as an important and necessary measure to make schools enter the 21st century and respond to a fast-changing world. In recent years, many OECD countries have engaged in curriculum reform as a way to equip children with the knowledge, skills and competences needed for tomorrow. However, how to initiate such change in the most suitable and effective way remains somewhat challenging. In other words, there is a missing step between the intention, and the realisation of this curriculum renewal, crystallising what has been coined in the literature "the implementation gap". This paper analyses the curriculum reform literature through the lens of the OECD proposed implementation framework that promotes, among others, inclusive stakeholder engagement. Curriculum reform has indeed long been considered from a "top-down" perspective, but has progressively shifted towards a more "bottom-up" approach, emphasising the central role of teachers in the process. The analysis is enriched with successful practices and examples from different countries, and concludes with a specific resource for countries to make the lessons learned actionable through the planning of a coherent curriculum implementation strategy.
- Published
- 2020
- Full Text
- View/download PDF
24. Digital Strategies in Education across OECD Countries: Exploring Education Policies on Digital Technologies. OECD Education Working Papers, No. 226
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and van der Vlies, Reyer
- Abstract
This working paper identifies OECD countries' interests in digital innovation in education by analysing their policy papers on digital education. Many OECD countries have adopted a specific strategy on digital education, or integrated the topic in a generic strategy on digital innovation as such. The ideas that are expressed in the strategies differ greatly; some are work in progress, others contain bold envisions of the future. There is a high awareness among OECD countries of the benefits of digitalisation, and the role of government to support digital innovation in education. This paper covers and documents countries' policy focus before the 2020 coronavirus crisis.
- Published
- 2020
- Full Text
- View/download PDF
25. Education Policy Evaluation: Surveying the OECD Landscape. OECD Education Working Papers, No. 236
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and Golden, Gillian
- Abstract
This paper aims to survey the current landscape of education policy evaluation across OECD countries and economies by examining recent trends and contextual factors that can promote more robust education policy evaluation, as well as identifying key challenges. It takes a view of policy evaluation as an activity that takes place throughout the entire policy cycle, before, during, and after a reform is implemented. It proposes a supporting framework for education policy evaluation that integrates institutional factors which can help to build robust underpinnings for policy evaluation. It also presents some specific considerations to take into account for individual policy evaluation processes. Analysis of more than 80 evaluations across OECD education systems provides an indication of the diversity of approaches taken in the policy evaluation process. Key findings refer to the "who", "when", "what", "how", "for what" and "what next" of policy evaluation processes through a comparative lens.
- Published
- 2020
- Full Text
- View/download PDF
26. ACPSEM position paper: pre-treatment patient specific plan checks and quality assurance in radiation oncology.
- Author
-
Fog LS, Webb LK, Barber J, Jennings M, Towns S, Olivera S, and Shakeshaft J
- Subjects
- Humans, Australia, Physics, New Zealand, Workforce, Radiation Oncology
- Abstract
The Australasian College of Physical Scientists and Engineers in Medicine (ACPSEM) has not previously made recommendations outlining the requirements for physics plan checks in Australia and New Zealand. A recent workforce modelling exercise, undertaken by the ACPSEM, revealed that the workload of a clinical radiation oncology medical physicist can comprise of up to 50% patient specific quality assurance activities. Therefore, in 2022 the ACPSEM Radiation Oncology Specialty Group (ROSG) set up a working group to address this issue. This position paper authored by ROSG endorses the recommendations of the American Association of Physicists in Medicine (AAPM) Task Group 218, 219 and 275 reports with some contextualisation for the Australia and New Zealand settings. A few recommendations from other sources are also endorsed to complete the position., (© 2024. Australasian College of Physical Scientists and Engineers in Medicine.)
- Published
- 2024
- Full Text
- View/download PDF
27. The Role of Labour Market Information in Guiding Educational and Occupational Choices. OECD Education Working Papers, No. 229
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Hofer, Andrea-Rosalinde, Zhivkovikj, Aleksandra, and Smyth, Roger
- Abstract
Governments recognise that careers guidance, underpinned by accurate labour market information, can help learners make post-secondary education choices that match their interests, aptitudes and abilities, and lead to rewarding employment. For this reason, they have invested in building linked education/employment information systems and other information resources which are displayed on websites targeted to learners and their families. However, researchers and governments agree that these efforts are often ineffective in informing learners' decisions -- access to information is not sufficient to provide effective support to student choice. Drawing upon the insights of behavioural economics, this paper examines how learners access and use information, and what this implies for the design of public study and career choice websites that aim to effectively support student choice. The report also takes stock of the career guidance websites in use in the majority of OECD countries, and sets out to provide actionable advice for policy makers to guide the design of effective information policy levers that support student choice.
- Published
- 2020
- Full Text
- View/download PDF
28. A Tool to Capture Learning Experiences during COVID-19: The PISA Global Crises Questionnaire Module. OECD Education Working Papers, No. 232
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Bertling, Jonas, Rojas, Nathaniel, Alegre, Jan, and Faherty, Katie
- Abstract
The global spread of COVID-19 has led to unprecedented disruptions in schooling around the world that have animated increased interest among policymakers, educators, researchers and the general public in knowing about how education systems have responded to the pandemic and how students' learning experiences have changed. The PISA Global Crises Module was developed to address this need. 62 student questionnaire items (grouped into 11 questions) and 68 school questionnaire items (grouped into 14 questions) were developed following a process that involved input from leading questionnaire development experts, PISA National Centres, as well as small-scale cognitive interview studies in three countries. While all countries were affected by the pandemic in some way, the module seeks to illuminate differential effects on student learning and well-being, and the degree of interruption or changes to education across different education systems. Governing bodies, organisations and researchers can use the instruments and the descriptions of the underlying constructs for adaptation and broader implementation.
- Published
- 2020
- Full Text
- View/download PDF
29. Examining a Congruency-Typology Model of Leadership for Learning Using Two-Level Latent Class Analysis with TALIS 2018. OECD Education Working Papers, No. 219
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and Bowers, Alex J.
- Abstract
Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.
- Published
- 2020
- Full Text
- View/download PDF
30. Attendance in Early Childhood Education and Care Programmes and Academic Proficiencies at Age 15. OECD Education Working Papers, No. 214
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Balladares, Jaime, and Kankaraš, Miloš
- Abstract
Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children's learning during this period. This study aimed to explore the effectiveness of ECEC programmes by analysing the relationship between students' ECEC attendance and their later academic proficiency using PISA 2015 data. PISA results show that across the OECD countries, students who had attended ECEC tend to have higher scores in academic proficiencies at the age of 15. However, these differences in academic proficiencies between those who attended ECEC versus those who did not attend are almost nil when students' socio-economic status (SES) is considered. This relationship reflects differential access to learning opportunities for children from deprived contexts. Furthermore, results show that entering ECEC programmes earlier than the typical time is associated with lower proficiencies at the age of 15. Therefore, earlier entry to ECEC is not necessarily beneficial. Learning benefits of ECEC provision vary considerably across PISA countries illustrating the importance of a country-specific policy context and the quality of their ECEC provision. The analyses of several quality indicators point out that the improved quality of ECEC programmes is associated with higher academic skills at later stages. These results highlight that mere attendance to ECEC programmes is not enough to ensure better academic performance. The quality of the educational provision, especially concerning those students from disadvantaged backgrounds, should be ensured.
- Published
- 2020
- Full Text
- View/download PDF
31. Simulation in New Zealand: what have you done for me lately? New Zealand Association for Simulation in Healthcare (NZASH) white paper.
- Author
-
Meeks M, Peckler B, Lesa R, Wood T, Bruce T, Sheedy M, White C, Dean J, Armstrong P, McTavish A, Beasley C, and Winder P
- Subjects
- Curriculum, New Zealand, Delivery of Health Care, Simulation Training
- Abstract
Medical simulation has become an integral aspect of modern healthcare education and practice. It has evolved to become an essential aspect of teaching core concepts and skills, common and rare presentations, algorithms and protocols, communication, interpersonal and teamworking skills and testing new equipment and systems. Simulation-based learning (SBL) is useful for the novice to the senior clinician. Healthcare is a complex adaptive system built from very large numbers of mutually interacting subunits (e.g., different professions, departments, equipment). These subunits generate multiple repeated interactions that have the potential to result in rich, collective behaviour that feeds back into the organisation. There is a unique opportunity in New Zealand with the formation of Te Whatu Ora - Health New Zealand and Te Aka Whai Ora - Māori Health Authority and the reorganisation of the healthcare system. This viewpoint is a white paper for the integration of SBL into our healthcare system. We describe our concerns in the current system and list our current capabilities. The way SBL could be implemented in pre- and post-registration phases of practice are explored as well as the integration of communication and culture. Interprofessional education has been shown to improve outcomes and is best done with an interprofessional simulation curriculum. We describe ways that simulation is currently used in our system and describe other uses such as quality improvement, safety and systems engineering and integration. The aim of this viewpoint is to alert Te Whatu Ora and Te Aka Whai Ora of the existing infrastructure of the simulation community in New Zealand and encourage them to invest in its future., Competing Interests: Nil., (© PMA.)
- Published
- 2024
- Full Text
- View/download PDF
32. Refugee Education: Integration Models and Practices in OECD Countries. OECD Education Working Papers, No. 203
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and Cerna, Lucie
- Abstract
The recent refugee crisis has put many Organisation for Economic Cooperation and Development (OECD) countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being. The success (or lack of) integration in schools can also affect the future labour market and social integration potential of these children and youth. While there is a growing body of research on the integration of immigrants, policy-relevant research on refugee children and youth from an educational perspective is rather limited, fragmented and case specific. Detailed surveys and research projects focusing on the current wave of refugees that allow for cross-country comparisons are not yet available. Drawing on research from previous refugee waves, the paper examines key needs of refugee students and factors that promote their integration. It proposes a holistic model of integration in education that responds to the learning, social and emotional needs of refugee students. Furthermore, the paper examines what type of policies and practices are in place in OECD countries that support the integration of refugee students. Nonetheless, evaluations of practices and policies are often missing, which makes it difficult to assess whether they are successful. The paper finishes with some policy pointers on how to promote the integration of refugee students.
- Published
- 2019
- Full Text
- View/download PDF
33. Interviewers, Test-Taking Conditions and the Quality of the PIAAC Assessment. OECD Education Working Papers, No. 191
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and Keslair, François
- Abstract
This paper explores the impact of test-taking conditions on the quality of the Programme for the International Assessment of Adult Competencies (PIAAC) assessment. Interviewers record information about the room of assessment and interruptions that occurred during each interview. These observations, along with information on interviewer assignment size and a careful look at interviewer effects, provide insights into the quality of the assessment. This working paper first describes the variations in test-taking conditions among participating countries. Second, it examines interviewer assignment sizes and the frequency of interruptions, finding that both vary markedly among countries (contrary to the room of assessment). The paper then looks at the relationship between these variations and response rates and engagement measures. While neither the room of assessment nor the recorded interruptions impact quality differences among countries, interviewer assignment size and interviewer effects may have a mild impact on results.
- Published
- 2018
- Full Text
- View/download PDF
34. Curriculum Alignment and Progression between Early Childhood Education and Care and Primary School: A Brief Review and Case Studies. OECD Education Working Papers, No. 193
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Shuey, Elizabeth A., Kim, Najung, Cortazar, Alejandra, Poblete, Ximena, Rivera, Lorena, Lagos, María José, Faverio, Francesca, and Engel, Arno
- Abstract
Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children's early experiences with education systems, with implications for children's relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity -- and an integrated curriculum alone does not guarantee a continuous experience for children. International data and in-depth case studies from seven jurisdictions (Japan, Luxembourg, New Jersey [United States], New Zealand, Norway, Scotland [United Kingdom] and Victoria [Australia]) provide insights to these different approaches to curricular alignment.
- Published
- 2019
- Full Text
- View/download PDF
35. Academic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Agasisti, Tommaso, Avvisati, Francesco, Borgonovi, Francesca, and Longobardi, Sergio
- Abstract
Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.]
- Published
- 2018
- Full Text
- View/download PDF
36. Birthplace Diversity, Income Inequality and Education Gradients in Generalised Trust: The Relevance of Cognitive Skills in 29 Countries. OECD Education Working Papers, No. 164
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Borgonovi, Francesca, and Pokropek, Artur
- Abstract
The paper examines between-country differences in the mechanisms through which education could promote generalised trust using data from 29 countries participating in the OECD's Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with generalised trust and that a large part of this association is mediated by individuals' literacy skills, income and occupational prestige. However, education gradients in levels of generalised trust and in the extent to which they are due to social stratification mechanisms or cognitive skills mechanisms vary across countries. Differences across countries in birthplace diversity and income inequality are correlated with how strongly education is associated with trust in different countries, as well as in the relative magnitude of direct and indirect associations. In particular, the relationship between literacy skills and generalised trust is stronger in the presence of greater birthplace diversity but is weaker in the presence of greater income inequality.
- Published
- 2017
- Full Text
- View/download PDF
37. Education Systems, Education Reforms, and Adult Skills in the Survey of Adult Skills (PIAAC). OECD Education Working Papers, No. 182
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and Liu, Huacong
- Abstract
This study uses the PIAAC data to examine the relationships between education system characteristics (e.g. early tracking and vocational education orientation) and distributions of adult numeracy skills. It also investigates the effects of postponing the tracking age and easing university access for students on a vocational track on the average skills and different percentiles of the skills distribution. Correlational analysis suggests that education systems with more students enrolled in vocational tracks have on average higher levels of numeracy skills and more compressed skills distributions between the 50th and 90th percentiles. Further analysis suggests that postponing the tracking age among 14 European countries does not have a significant effect on the average skills of the population. However, it increases skills for individuals at the 10th, 20th, and 30th percentiles of the skill distribution. Expanding university access is associated with an increase in numeracy skills, particularly for individuals at the bottom three deciles of the distribution.
- Published
- 2018
- Full Text
- View/download PDF
38. Association between Literacy and Self-Rated Poor Health in 33 High- and Upper-Middle-Income Countries. OECD Education Working Papers, No. 165
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Kakarmath, Sujay, Denis, Vanessa, Encinas-Martin, Marta, Borgonovi, Francesca, and Subramanian, S. V.
- Abstract
We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250,000 adults aged 16-65 years conducted by the Organisation for Economic Co-operation and Development (OECD) from 2011-15 in 33 countries/national sub-regions. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. General literacy proficiency also appears to be a mediator of the association between self-education and self-rated poor health. While the literacy-health association is robust over time, it varies in magnitude across countries. It is strongest for those with a tertiary or higher degree and does not appear to exist among young adults (ages 25 to 34 years). Future studies are required to understand the contextual factors that modify the general literacy proficiency-health association.
- Published
- 2018
- Full Text
- View/download PDF
39. Discussion Paper : The Canberra Meeting : An initiative for building research capacity in health professions education.
- Author
-
Foo, Jonathan S., Atherley, Anique, Ash, Julie, and Hu, Wendy
- Published
- 2020
40. Critical Literacy and Games in New Zealand Classrooms. A Working Paper
- Author
-
New Zealand Council for Educational Research and McDowall, Sue
- Abstract
We know it is important to help students to critically engage with texts like books and movies. We want them to become skilled at questioning what's in front of them, and understand how texts are constructed, and whose interests are served. We also need to develop their critical literacy as they interact with games. So, how can we help them do this? In this paper I draw on the experiences of teachers and students in the "Games for Learning" project to explore how we can help students to develop critical games literacy through opportunities to play, question, review, modify, and make games.
- Published
- 2017
41. Technology and Education: Computers, Software, and the Internet. NBER Working Paper No. 22237
- Author
-
National Bureau of Economic Research, Bulman, George, and Fairlie, Robert W.
- Abstract
A substantial amount of money is spent on technology by schools, families and policymakers with the hope of improving educational outcomes. This paper explores the theoretical and empirical literature on the impacts of technology on educational outcomes. The literature focuses on two primary contexts in which technology may be used for educational purposes: i) classroom use in schools, and ii) home use by students. Theoretically, ICT investment and CAI use by schools and the use of computers at home have ambiguous implications for educational achievement: expenditures devoted to technology necessarily offset inputs that may be more or less efficient, and time allocated to using technology may displace traditional classroom instruction and educational activities at home. However, much of the evidence in the schooling literature is based on interventions that provide supplemental funding for technology or additional class time, and thus favor finding positive effects. Nonetheless, studies of ICT and CAI in schools produce mixed evidence with a pattern of null results. Notable exceptions to this pattern occur in studies of developing countries and CAI interventions that target math rather than language. In the context of home use, early studies based on multivariate and instrumental variables approaches tend to find large positive (and in a few cases negative) effects while recent studies based on randomized control experiments tend to find small or null effects. Early research focused on developed countries while more recently several experiments have been conducted in developing countries.
- Published
- 2016
42. Assessment of self-management skills in a project-based learning paper
- Author
-
Annual Conference of the Australasian Association for Engineering Education (28th : 2017 : Sydney), Scott, Jonathan, Khoo, Elaine, Seshadri, Sinduja, and Cree, Michael
- Published
- 2017
43. An opportunity for the Australian and New Zealand pulp and paper industry
- Author
-
Leitner, Johannes
- Published
- 2020
44. Languaging and Language Awareness in the Global Age 2020-2023: Digital Engagement and Practice in Language Teaching and Learning in (Post-) Pandemic Times
- Author
-
Michiko Weinmann, Rod Neilsen, and Carolina Cabezas Benalcázar
- Abstract
This paper discusses key themes of the 15th biennial conference of the Association for Language Awareness (2020), with a focus on increasing digital engagement in language education. The COVID-19 pandemic occasioned an abrupt transition to emergency remote language teaching and learning (ERLTL) worldwide. The ALA 2020 conference was also affected by this transition; originally planned as a located conference in Geelong, Australia, it was eventually held online, a first in ALA's conference history. The current paper engages with contemporary debates of language teaching and learning in two ways. Firstly, it traces recent discussions by presenting key findings from five papers given at the conference, and secondly, via a scoping review of literature focusing on critical lessons from the pandemic regarding language teaching and learning. The review captures recent research from the Australasian region. Key debates identified in the literature include the needs of teachers and learners during the transition to online learning, and how student engagement was affected. The literatures highlight that both educators and students have been developing new practices in teaching and learning resulting from the shift to online and blended modes, which may continue to shape language education and new pedagogies in the future.
- Published
- 2024
- Full Text
- View/download PDF
45. Paper Vandervis used often misrepresented : MoH
- Author
-
Miller, Grant
- Published
- 2021
46. Identity, Prevalence, and Pathogenicity of Entomopathogenic Fungi Infecting Invasive Polistes (Vespidae: Polistinae) Paper Wasps in New Zealand.
- Author
-
Reason, Aiden, Bulgarella, Mariana, and Lester, Philip J.
- Subjects
- *
ENTOMOPATHOGENIC fungi , *BIOLOGICAL weed control , *VESPIDAE , *WASPS , *BIOLOGICAL pest control agents , *INSECT societies - Abstract
Simple Summary: The Asian paper wasp Polistes chinensis is an invasive species in New Zealand and South-East Australia. This species threatens native invertebrate communities through predation and potentially competition for resources. During an ecological field study of P. chinensis in New Zealand, we discovered wasps that were infected with and were being killed by two species of pathogenic fungi. In the interest of investigating these fungi as potential biological control agents, our aim in this study was to identify the two fungal species using morphological and molecular methods, determine their natural prevalence in the studied paper wasp population, and test their infective potential to hosts in a controlled environment. We successfully identified the fungi species as Beauveria malawiensis, a generalist insect pathogen, and Ophiocordyceps humbertii, a specialist of social wasps. These are the first records of these species infecting paper wasps in New Zealand. We estimate that they produce infections in approximately 3.3% of wild P. chinensis colonies in our study site. In our infection assays, we passively exposed healthy wasp colonies to asexual fungal spores, which resulted in successful infections of B. malawiensis, and significantly increased wasp mortality rates. Two species of entomogenous fungi were discovered infecting the invasive paper wasp Polistes chinensis during an ecological study on Farewell Spit, New Zealand. We sequenced two nuclear ribosomal RDNA genes, the internal transcribed spacer (ITS) and the small ribosomal subunit 18S, and one protein-coding gene, the translation elongation factor 1-alpha (ef1 α). Combining sequence information with morphological examination, we identified these species as Beauveria malawiensis and Ophiocordyceps humbertii. We estimated that these fungi produce infection in approximately 3.3% of colonies in our study population. In bioassays, we successfully infected P. chinensis individuals from healthy colonies with B. malawiensis, with significant effects on adult mortality. This is the first record of both B. malawiensis and O. humbertii from Polistine hosts in New Zealand, and the first investigation into disease causality by these pathogens in P. chinensis. Our findings may contribute to the future development of biological control agents for paper wasps in New Zealand and elsewhere around the world. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
47. Development of an Australia and New Zealand Lung Cancer Clinical Quality Registry: a protocol paper.
- Author
-
Smith S, Brand M, Harden S, Briggs L, Leigh L, Brims F, Brooke M, Brunelli VN, Chia C, Dawkins P, Lawrenson R, Duffy M, Evans S, Leong T, Marshall H, Patel D, Pavlakis N, Philip J, Rankin N, Singhal N, Stone E, Tay R, Vinod S, Windsor M, Wright GM, Leong D, Zalcberg J, and Stirling RG
- Subjects
- Adult, Australia epidemiology, Humans, New Zealand epidemiology, Registries, Carcinoma, Non-Small-Cell Lung epidemiology, Carcinoma, Non-Small-Cell Lung therapy, Lung Neoplasms epidemiology, Lung Neoplasms therapy
- Abstract
Introduction: Lung cancer is the leading cause of cancer mortality, comprising the largest national cancer disease burden in Australia and New Zealand. Regional reports identify substantial evidence-practice gaps, unwarranted variation from best practice, and variation in processes and outcomes of care between treating centres. The Australia and New Zealand Lung Cancer Registry (ANZLCR) will be developed as a Clinical Quality Registry to monitor the safety, quality and effectiveness of lung cancer care in Australia and New Zealand., Methods and Analysis: Patient participants will include all adults >18 years of age with a new diagnosis of non-small-cell lung cancer (NSCLC), SCLC, thymoma or mesothelioma. The ANZLCR will register confirmed diagnoses using opt-out consent. Data will address key patient, disease, management processes and outcomes reported as clinical quality indicators. Electronic data collection facilitated by local data collectors and local, state and federal data linkage will enhance completeness and accuracy. Data will be stored and maintained in a secure web-based data platform overseen by registry management. Central governance with binational representation from consumers, patients and carers, governance, administration, health department, health policy bodies, university research and healthcare workers will provide project oversight., Ethics and Dissemination: The ANZLCR has received national ethics approval under the National Mutual Acceptance scheme. Data will be routinely reported to participating sites describing performance against measures of agreed best practice and nationally to stakeholders including federal, state and territory departments of health. Local, regional and (bi)national benchmarks, augmented with online dashboard indicator reporting will enable local targeting of quality improvement efforts., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)
- Published
- 2022
- Full Text
- View/download PDF
48. Kornea Alkali Yanıklarının Sağaltımında Medikal Ozonun Farklı Uygulama Teknikleri: Deneysel Tavşan Modeli.
- Author
-
KUŞCU, Yağmur and ALKAN, İsmail
- Subjects
- *
FILTER paper , *SODIUM hydroxide , *CONTROL groups , *THERAPEUTICS , *RABBITS , *CORNEA , *OZONE - Abstract
The aim of this study is to clinically and histopathologically evaluate the efficiency of different applications of medical ozone on corneal healing in the treatment of experimentally induced corneal alkali burns with sodium hydroxide (NaOH) in rabbits. For this purpose, 6 mm diameter filter paper impregnated with 1 N NaOH was applied to the central cornea of only the right eyes of 32 New Zealand rabbits for 1 min. The rabbits were randomly divided into four groups. The treatment continued for 21 days at three-day intervals. The first group was left as the control group (K) and was not applied medical ozone. The control group received no treatment. Subconjunctival ozonated blood was applied to the second group (M). Subconjunctival medical ozone was applied to the third group (S). Major autohemotherapy was applied to the fourth group (O). As a result of clinical and histopathological evaluations, highest degree of regeneration and healing findings in corneal tissues were in the M group. This was followed by O and S groups, respectively. The highest corneal tissue damage was observed in the cases belonging to group K. The cases closest to normal stromal thickness belonged to group M. It was noted that the K group had the highest stromal thickness and the farthest value from normal. In the light of the clinical, statistical and histopathological findings, different application techniques of medical ozone treatment in corneal alkali burn were found to significantly reduce complications compared to the control group and accelerate corneal reepithelization. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
49. Making paper safely
- Author
-
Campbell-Burns, Denise
- Published
- 2016
50. Fe-zeolite catalyst for ozonation of pulp and paper wastewater for sustainable water resources.
- Author
-
Munir, Hafiz Muhammad Shahzad, Feroze, Nadeem, Ramzan, Naveed, Sagir, Muhammad, Babar, Muhammad, Tahir, Muhammad Suleman, Shamshad, Jaweria, Mubashir, Muhammad, and Khoo, Kuan Shiong
- Subjects
- *
COLOR removal (Sewage purification) , *PAPER pulp , *WATER supply , *OZONIZATION , *SEWAGE , *CHEMICAL oxygen demand - Abstract
The pulp and paper industry consumes enormous quality of freshwater, leading to wastewater. It must be treated to remove pollutants, particularly residual dyestuffs, before releasing them to water bodies to avoid adverse environmental effects. The traditional wastewater treatment methods used for the pulp and paper industry are less efficient in colour and chemical oxygen demand (COD) removal. The current study is aimed at developing a novel catalyst for the catalytic ozonation of pulp and paper wastewater with better colour and COD removal for sustainable resources of clean water. The proposed catalyst is impregnated by iron on natural zeolites. Various parameters such as catalyst dose, pH, ozone dose, initial COD concentration, and reaction time are studied and optimized. The performance was evaluated by comparing the results with the single ozonation process (SOP) and catalytic ozonation process (COP). The highest COD and colour reduction efficiencies have been achieved, i.e., 71%, and 88% at a natural pH of 6.8. The proposed process achieved higher COD and colour efficiencies than the single ozonation process and catalytic ozonation process using raw zeolites. The improvement in efficiencies are 23% and 29% for SOP and 17% and 19% for COP, respectively. Hence, the results proposed the sustainability and applicability of COP to treat paper and pulp sector effluent. [Display omitted] • A novel Fe-zeolite catalyst was developed for catalytic ozonation process. • Performance of single ozonation process and catalytic ozonation process was evaluated. • Under optimized condition the catalyst remains efficient even after 5 cycles. • 71% of COD were eliminated using Fe/NZ as catalyst in catalytic ozonation process. • The optimum ozone dose for COD and color removal was 0.3 mg/ml of wastewater. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.