Pursuing a problematic-based curriculum approach for the sake of

This article envisions, and argues for, what I call a problematic-based curriculum approach (PBCA) in which students work with/on knowledge in relation to local lifeworld problems that matter. In the process, students and teachers would extend curriculum work beyond school walls, engaging with diverse knowledgeable actors – ‘lay’ and ‘expert’ – in relation to mattering problems. In outlining PBCA, I draw significantly on Vygotskyan thought, including the Funds of Knowledge approach to curriculum design, and on Isabelle Stengers’ pragmatist arguments for a proactive politics of knowledge in which ‘expertise’ proliferates. The article also contrasts PBCA with the Social Realist approach to curriculum (SR) that underpins South Africa’s Curriculum and Assessment Policy Statements (CAPS). In this contrast, I argue that SR/CAPS is re-formative, whereas CPBA would be trans-formative in Nancy Fraser’s sense of “chang[ing] the deep grammar” that frames curriculum, towards robust and vitally needed social-educational justice

Expression of CXCL10 is associated with response to radiotherapy and overall survival in squamous cell carcinoma of the tongue

Five-year survival for patients with oral cancer has been disappointingly stable during the last decades, creating a demand for new biomarkers and treatment targets. Lately, much focus has been set on immunomodulation as a possible treatment or an adjuvant increasing sensitivity to conventional treatments. The objective of this study was to evaluate the prognostic importance of response to radiotherapy in tongue carcinoma patients as well as the expression of the CXC-chemokines in correlation to radiation response in the same group of tumours. Thirty-eight patients with tongue carcinoma that had received radiotherapy followed by surgery were included. The prognostic impact of pathological response to radiotherapy, N-status, T-stage, age and gender was evaluated using Cox's regression models, Kaplan-Meier survival curves and chi-square test. The expression of 23 CXC-chemokine ligands and their receptors were evaluated in all patients using microarray and qPCR and correlated with response to treatment using logistic regression. Pathological response to radiotherapy was independently associated to overall survival with a 2-year survival probability of 81 % for patients showing a complete pathological response, while patients with a non-complete response only had a probability of 42 % to survive for 2 years (p = 0.016). The expression of one CXC-chemokine, CXCL10, was significantly associated with response to radiotherapy and the group of patients with the highest CXCL10 expression responded, especially poorly (p = 0.01). CXCL10 is a potential marker for response to radiotherapy and overall survival in patients with squamous cell carcinoma of the tongue

Electromagnetic-thermal Scale Model of Gas-Insulated Bus Bars

Knowledge of the heat dissipation ability of gas-insulated bus bars (GIB) is paramount in the design stage. To reduce the capital cost, a scale model which has the identical electromagnetic-thermal characteristics of a full scale GIB is designed in this paper. The scaling relationships of the power losses, convection heat transfer, radiant heat transfer and thermal equilibrium are analyzed based on the governing equations and non-dimensional correlations. Current densities, power losses, convective heat transfer coefficients and temperature distributions in conductor and tank of the prototype and the scale models under different load currents are compared by FEM (Finite Element Method). The effectiveness of scale models is validated by the comparison between calculated and test results

The engagement of selectins and their ligands in colorectal cancer liver metastases

The colonization of the liver by colorectal cancer (CRC) cells is a complicated process which includes many stages, until macrometastases occur. The entrapment of malignant cells within the hepatic sinusoids and their interactions with resident non-parenchymal cells are considered very important for the whole metastatic sequence. In the sinusoids, cell connection and signalling is mediated by multiple cell adhesion molecules, such as the selectins. The three members of the selectin family, E-, P- and L-selectin, in conjunction with sialylated Lewis ligands and CD44 variants, regulate colorectal cell communication and adhesion with platelets, leucocytes, sinusoidal endothelial cells and stellate cells. Their role in CRC liver metastases has been investigated in animal models and human tissue, in vivo and in vitro, in static and shear flow conditions, and their key-function in several molecular pathways has been displayed. Therefore, trials have already commenced aiming to exploit selectins and their ligands in the treatment of benign and malignant diseases. Multiple pharmacological agents have been developed that are being tested for potential therapeutic applications

Conjuring optimism in dark times: Education, affect and human capital

This paper analyses how the discursive construction, valuation and subjective experience of human capital is evolving in parallel with crises of capital as a world-system. Ideology critique provides tools for analysing policy ‘fictions’ that aim to sustain investment in human capital through education. Foucauldian analytical tools enable analysis of how human capital has become a project of self-appreciation and cultivation of positive psychological traits. We argue that the work of Lauren Berlant provides an important complement to these approaches and enables us to analyse how crises of capital are being lived as the cruelling of optimism about social mobility through investment in oneself as human capital. The paper points to an educational politics and pedagogy for living through infrastructural breakdown in darkly uncertain historical times

Knowledge, the curriculum, and democratic education: the curious case of school English

Debate over subject curricula is apt to descend into internecine squabbles over which (whose?) curriculum is best. Especially so with school English, because its domain(s) of knowledge have commonly been misunderstood, or, perhaps, misrepresented in the government’s programmes of study. After brief consideration of democratic education (problems of its form and meaning), I turn to issues of knowledge and disciplinarity, outlining two conceptions of knowledge – the one constitutive and phenomenological, the other stipulative and social-realist. Drawing on Michael Young and Johan Muller, I argue that, by social-realist standards of objectivity, school English in England -- as currently framed in national curriculum documents -- falls short of the standards of ‘powerful knowledge’ and of a democratic education conceived as social justice. Having considered knowledge and disciplinarity in broad terms, I consider the curricular case of school English, for it seems to me that the curious position of English in our national curriculum has resulted in a model that is either weakly, perhaps even un-, rooted in the network of academic disciplines that make up English studies