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In this paper we explore the concept of the middle tier in education systems, outlining how it is a crucial element that links high-level education policy to the practices that are carried out in schools. Reflecting on the similarities and differences in the profiles of the middle tiers of the four nations of the United Kingdom (UK), we observe how they are part of a complex educational ecosystem. While noting that there are variations in the profiles of the middle tiers we also highlight how they share some common functions that are key to mediating the way that policy links with schools. Using a four nations comparative approach to analyse the middle tier allows us a more nuanced understanding of how education policy works in general, but also how policy works in each particular national context.

The concept of educational recovery is relevant to many systems, both those that experience some form of sudden disruption as well as those that historically have been prone to disruption. Our involvement in developing a curriculum framework for displaced learners in the Learning Passport project (UNICEF, 2020) made us more aware of the field of Education in Emergencies. An educational emergency is a situation where "man-made or natural disasters destroy, within a short period of time, the usual conditions of life, care and education facilities for children and therefore disrupt, deny, hinder, progress or delay the realisation of the right to education" (Committee on the Rights of the Child, 2008, p. 1). The COVID-19 pandemic has made the concept of emergency and recovery more relevant to even more education systems. The literature review described in this article was carried out to identify what recovery curricula are (e.g., what they seek to achieve, what information they cover, etc.), as well as to consider any evidence for their efficacy. By exploring the recovery curricula literature, we also wanted to consider the extent to which the concept is a singular, generalisable one, or whether it is tied to specific contexts.

Inspired by the work of David Raffe and his co-authors who set out the positive benefits gained from comparing the policies of "the UK home nations" in an article published in 1999, researchers in the Education and Curriculum Team launched a project in early 2020 that we called Curriculum Watch. The aim of this project was to collate a literature and documents database of education and curriculum policies, research and analyses from across the four countries of the United Kingdom (UK). In this article, we draw on our literature database to make sense of the rapid changes in education policy that occurred in the early stages of the COVID-19 pandemic in the four UK nations of England, Scotland, Wales and Northern Ireland. We analyse some of the key areas of UK policy formation and content (in relation to curriculum, pedagogy and assessment) that we observed during the first six months of the unfolding pandemic. In addition, we reiterate the clear benefits of using comparative research methods in the UK context: our research findings support the idea that closeness of national contexts offers the opportunity for evidence exchange and policy learning in education.

In this paper we explore collaboration in the context of the educational services industry (ESI). We look to literature from the communication field to consider ethical strategies and methods for ensuring the validity of the outcomes of collaborative working. Drawing on Collaborative Product Development and conversation theory we devise four principles that can guide the collaborative process within an education-based partnership project. We then use a case study to consider how these principles supported the outcomes of a cross-national partnership project. Finally, we draw on these principles to consider the lessons for project management in education public private partnerships.

The Learning Passport (LP) is a collaborative project between the University of Cambridge, UNICEF and Microsoft, which aims to support the UNICEF goal of providing quality education provision for children and youth whose education has been disrupted by crisis or disaster. A core component of this project is a curriculum framework for Mathematics, Science and Literacy which supports educators working in emergency contexts. This framework provides a broad outline of the essential content progressions that should be incorporated into a curriculum to support quality learning in each subject area, and is intended to act as a blueprint for localised curriculum development across a variety of contexts. To support educators in the development of this localised curriculum an LP Adaptation Guidance document was also created. This document provides guidance on several factors that local curriculum developers should consider before using the LP Curriculum Framework for their own curriculum development process. This article discusses how key areas within the LP Adaptation Guidance have broader relevance beyond education in emergencies, highlighting that the challenges that exist within some of the most deprived educational contexts have applicability in all contexts.

'Learning Progressions' are a relatively recent approach that describe the progression that can be expected of learners through their education. A Learning Progressions framework can also be used to support teaching and learning, assessment, and curriculum design. To benefit teaching and learning, a Learning Progressions approach aims to provide detailed instruction on the optimal order for presenting material within a subject. To support assessment, a Learning Progressions approach aims to provide a framework for comparing different learners in order for the results of such comparisons to be useful for learners. To support curriculum design, a Learning Progressions approach aims to provide a method of refining the material presented to learners. This article outlines the specific theory of learning that underpins the Learning Progressions approach, and then explores a series of simplifications that are inherent to it, to evaluate the suitability of the Learning Progressions approach for supporting the design aims outlined above.

Aims: Osimertinib is a third‐generation, irreversible, central nervous system‐active, epidermal growth factor receptor (EGFR) tyrosine kinase inhibitor (TKI) with efficacy in EGFR‐mutated non‐small cell lung cancer (NSCLC). We assessed the relationship between plasma osimertinib levels and its efficacy and safety events. Methods: Comprehensive pharmacokinetics exposure–response (E–R) modelling was performed utilizing steady state area under the curve (AUCss) data from first‐line, ≥second‐line and adjuvant studies from the osimertinib clinical development programme (20–240 mg once‐daily dosing; N = 1689 patients). Analyses were conducted for survival using a proportional hazard model; for interstitial lung disease (ILD) and left ventricular ejection fraction (LVEF) events using a penalized logistic regression model and graphical analysis of potential confounding factors; and for rash and diarrhoea events using descriptive analysis. Results: E–R modelling analyses indicated no clear trend of increasing efficacy with increasing osimertinib AUCss; efficacy in all exposure quartiles was significantly better than the control arm (comparator EGFR‐TKI, chemotherapy or placebo) irrespective of treatment line. Model‐based analysis suggested a potential relationship between increased osimertinib exposure and increased probability of ILD events, predominantly in Japanese patients. Additionally, there were increased probabilities of rash or diarrhoea with increasing osimertinib exposure. The probability of LVEF events showed overlapping confidence intervals for osimertinib ≤80 mg and control. Conclusions: E–R modelling in patients with EGFR‐mutated NSCLC demonstrated that increased osimertinib exposure was unlikely to increase efficacy but may increase occurrence of certain adverse events. Hence, long‐term treatment with doses ≥80 mg was not expected to provide additional benefit. [ABSTRACT FROM AUTHOR]

Summary: The study of biological form is a vital goal of evolutionary biology and functional morphology. We review an emerging set of methods that allow scientists to create and study accurate 3D models of living organisms and animate those models for biomechanical and fluid dynamic analyses. The methods for creating such models include 3D photogrammetry, laser and CT scanning, and 3D software. New multi-camera devices can be used to create accurate 3D models of living animals in the wild and captivity. New websites and virtual reality/augmented reality devices now enable the visualization and sharing of these data. We provide examples of these approaches for animals ranging from large whales to lizards and show applications for several areas: Natural history collections; body condition/scaling, bioinspired robotics, computational fluids dynamics (CFD), machine learning, and education. We provide two datasets to demonstrate the efficacy of CFD and machine learning approaches and conclude with a prospectus.

Large-scale seaweed and shellfish aquaculture are increasingly being considered by policymakers as a source of food, animal feed and bioproducts for Europe. These aquacultures are generally thought to be low impact or even beneficial for marine ecosystems as they are 'extractive' -- i.e., growing passively on foodstuff already available in seawater, and with potential habitat provision, fisheries, climate mitigation and eutrophication mitigation benefits. At some scale however, over-extraction of nutrients or chlorophyll could potentially have a negative effect on natural systems. Understanding the likely impacts of aquaculture production at scale is important to identify when safe limits are being approached. Taking seaweed aquaculture as the primary focus, this work uses operational oceanographic model outputs to drive prognostic growth models to predict the likely optimal distribution of seaweed farms across European waters to meet different production scenarios. A novel nutrient transport scheme is then used to model the interacting 'footprints' of nutrient drawdown from aquaculture facilities to demonstrate the likely spatial impact of large-scale aquaculture. Evaluation of both seaweed and shellfish contributions to CO2 balance under large scale production, and the potential impact on fisheries are also considered. The study finds that the impact of intensive seaweed aquaculture on nutrient availability could be significant where many farms are placed close together; but at the regional/basin scale even the highest level of production considered does not significantly impact total nutrient budgets. Seaweed aquaculture has the potential to extract large amounts of carbon dioxide, but the impact on carbon budgets depends on the end-use of the extracted seaweed. Shellfish aquaculture is a net source of CO2 due to the impact of calcification of shells on the carbonate system (i.e., alkalinity removal). However, gram-for-gram the CO2 impact of shellfish production is likely to be less than the impact of land-based meat production. Whilst operational oceanographic models are useful for taking a 'broad brush' approach to likely placement and impacts of aquaculture, reliable yield predictions for individual locations across European waters would require models integrating more physical and biogeochemical factors (wave environment, local currents, riverine inputs) at a finer scale than currently achievable. [ABSTRACT FROM AUTHOR]

In this paper we consider the issue of formality in learning. Both formal and informal learning appear to be well-defined in educational discourse, in contrast with non-formal learning which is less clearly articulated. This lack of clarity around non-formal learning has consequences for its recognition by teachers and learners. To contribute to the conceptualisation of non-formal learning we carried out a literature review that helped us to identify dimensions of learning formality. This framework allowed us to discriminate the ways in which non-formal learning differed or matched with aspects of formal or informal learning. It also suggested to us that formality is fluid, and that learning with different formalities might co-exist in some learning environments. We then used our framework to develop tools for capturing evidence of non-formal learning. We describe these tools and how we used them in a pilot study to explore the features of non-formal learning in a formal, Year 12 classroom learning context in an English school. We use our pilot study outcomes to reflect on the utility of our data gathering methods. We also use the study outcomes to update our non-formal learning framework. [ABSTRACT FROM AUTHOR]

BackgroundRight ventricular (RV) function is a major determinant of outcome in pulmonary arterial hypertension (PAH). However, uncertainty persists about the optimal method of evaluation.MethodsWe measured RV end-systolic and end-diastolic volumes (ESV and EDV) using cardiac magnetic resonance imaging and RV pressures during right heart catheterization in 140 incident PAH patients and 22 controls. A maximum RV pressure (Pmax) was calculated from the nonlinear extrapolations of early and late systolic portions of the RV pressure curve. The gold standard measure of RV function adaptation to afterload, or RV-arterial coupling (Ees/Ea) was estimated by the stroke volume (SV)/ESV ratio (volume method) or as Pmax/mean pulmonary artery pressure (mPAP) minus 1 (pressure method) (n=84). RV function was also assessed by ejection fraction (EF), right atrial pressure (RAP) and SV.ResultsHigher Ea and RAP, and lower compliance, SV and EF predicted outcome at univariate analysis. Ees/Ea estimated by the pressure method did not predict outcome but Ees/Ea estimated by the volume method (SV/ESV) did. At multivariate analysis, only SV/ESV and EF were independent predictors of outcome. Survival was poorer in patients with a fall in EF or SV/ESV during follow-up (n=44, p=0.008).ConclusionRV function to predict outcome in PAH is best evaluated by imaging derived SV/ESV or EF. In this study, there was no added value of invasive measurements or simplified pressure-derived estimates of RV-arterial coupling.

The domain of the surface ocean and lower atmosphere is a complex, highly dynamic component of the Earth system. Better understanding of the physics and biogeochemistry of the air-sea interface and the processes that control the exchange of mass and energy across that boundary define the scope of the Surface Ocean-Lower Atmosphere Study (SOLAS) project. The scientific questions driving SOLAS research, as laid out in the SOLAS Science Plan and Implementation Strategy for the period 2004-2014, are highly challenging, inherently multidisciplinary and broad. During that decade, SOLAS has significantly advanced our knowledge. Discoveries related to the physics of exchange, global trace gas budgets and atmospheric chemistry, the CLAW hypothesis (named after its authors, Charlson, Lovelock, Andreae and Warren), and the influence of nutrients and ocean productivity on important biogeochemical cycles, have substantially changed our views of how the Earth system works and revealed knowledge gaps in our understanding. As such SOLAS has been instrumental in contributing to the International Geosphere-Biosphere Programme (IGBP) mission of identification and assessment of risks posed to society and ecosystems by major changes in the Earth's biological, chemical and physical cycles and processes during the Anthropocene epoch. SOLAS is a bottom-up organization, whose scientific priorities evolve in response to scientific developments and community needs, which has led to the launch of a new 10-year phase. SOLAS (2015-2025) will focus on five core science themes that will provide a scientific basis for understanding and projecting future environmental change and for developing tools to inform societal decision-making.

Background: The development of a set of questions is a central element of examination development, with the validity of an examination resting to a large extent on the quality of the questions that it comprises. This paper reports on the methods and findings of a project that explores how educational examination question writers engage in the practice of question setting. Although the practice of examination question writing is ubiquitous, limited research has been carried out on how writers actually draft individual examination questions when writing complete examination papers. Purpose: The main aim of this study was to understand more deeply the process of examination question writing. Sample: The study involved 12 experienced educational examination question writers. Design and methods: The first data collection phase involved observing writers whilst they wrote the first draft of a question paper (using a 'think aloud' process). Following the observation, the writers took part in an hour-long interview. This led to the construction of a model of question writing. Phase 2 of the data collection process involved validating the proposed question writing model with six additional question writers by means of telephone interviews. Analysis and findings: A model was developed that outlined the key stages of writing that all of the writers moved through in the completion of their question writing task. The question writing model situates the process of writing individual questions in relation to the broader cognitive tasks required in writing a complete paper. It also situates the writing process within the social dimensions of question writing. Conclusions: Iteration in the writing process appears to have an important function. These iterations represent a form of decision-making that is common to the examination question writing culture and appears to be logical and rule bound. Whilst the recognition of iterative behaviour reveals a highly personalised element of question writing, it also reveals a common expectation that the ideas across a subject area are highly inter-related, and that an examination paper should reflect this.

The transition from paper-based to computer-based assessment raises a number of important issues about how mode might affect children's performance and question answering strategies. In this project 104 eleven-year-olds were given two sets of matched mathematics questions, one set on-line and the other on paper. Facility values were analyzed to explore the impact of the mode on performance. Errors were coded and this allowed further investigation of the differences between questions in the different modes. The study also investigated children's affective responses to working on computer, attempting to gain an insight into the effect of motivational factors. Tis was made possible by observing and interviewing a sub-sample of children. Findings suggested that although there were no statistically significant differences between overall performances on paper and computer, there were enough differences at the individual question-level to warrant further investigation. Close analysis of the data suggests that it is possible that the question type, the way it is asked, and the numbers involved, might interact with mode to affect students' willingness to show working methods. The findings also suggest that certain types of questions in certain domains might have different impacts according to mode. The study concludes that there is scope for more research to probe further any links that may exist between children's thinking, behavior and assessment mode in order to satisfy concerns about the relative reliability and validity of computer-based and paper-based testing. (Contains 2 endnotes, 4 tables, and 4 figures.)