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"Lum, Gerard"
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Educational assessment on trial
\"What purpose does educational assessment serve? Are the same instruments suitable for different purposes? How much trust can we place upon the outcomes of educational assessment? The subject of educational assessment is much discussed and much misunderstood. Policymakers assert its importance to quality in education and its essential role in ensuring accountability for public education, and the results of educational assessment are thought to be of such vital interest to society that they are often made public knowledge. This approachable text explores the philosophical issues underlying these debates and how they impact on public educational policy. Two leading educators well-known for their work on educational assessment offer different perspectives on the value of exams and tests for a flourishing system of education, while the editor, Gerard Lum, comments on the strengths and weaknesses of the arguments\"-- Provided by publisher.
Book
Making Sense of Knowing-How and Knowing-That
The last decade or so has seen a resurgence of interest in Ryle's knowing‐how / knowing‐that (KH/KT) distinction, prompted by Stanley and Williamson's provocative intellectualist reading of the distinction. This chapter argues that even by Ryle's own account the distinction cannot properly be regarded as an epistemological distinction, that is, as demarcating two different kinds of knowledge. It talks about being clear about where our use of the KH/KT distinction does make sense and where it doesn't. More specifically, it leaves us incapable of explaining how we are able to distinguish cases perhaps identical in terms of overt behaviour yet seemingly very different in terms of what is known. Although the KH/KT distinction has some limited viability in the context of knowledge attribution it is simply not viable as an epistemological distinction.
Book Chapter
Two Concepts of Assessment
It is sometimes said that there has been a ‘paradigm shift’ in the field of assessment over the last two or three decades: a new preoccupation with what learners can do, what they know or what they have achieved. It is suggested in this article that this change has precipitated a need to distinguish two conceptually and logically distinct methodological approaches to assessment that have hitherto gone unacknowledged. The upshot, it is argued, is that there appears to be a fundamental confusion at the heart of current policy, a confusion occasioned by the demand to know what learners know and compounded by a failure to recognise what this properly entails for assessment methodology.
Book Chapter
Responding to the problems of higher education: a case of liquidity or liquidation?
Lum reviews Higher education in liquid modernity by Marvin Oxenham.
Book Review
Autophagy inhibition enhances therapy-induced apoptosis in a Myc-induced model of lymphoma
Autophagy is a lysosome-dependent degradative pathway frequently activated in tumor cells treated with chemotherapy or radiation. Whether autophagy observed in treated cancer cells represents a mechanism that allows tumor cells to survive therapy or a mechanism for initiating a nonapoptotic form of programmed cell death remains controversial. To address this issue, the role of autophagy in a Myc-induced model of lymphoma generated from cells derived from p53ER(TAM)/p53ER(TAM) mice (with ER denoting estrogen receptor) was examined. Such tumors are resistant to apoptosis due to a lack of nuclear p53. Systemic administration of tamoxifen led to p53 activation and tumor regression followed by tumor recurrence. Activation of p53 was associated with the rapid appearance of apoptotic cells and the induction of autophagy in surviving cells. Inhibition of autophagy with either chloroquine or ATG5 short hairpin RNA (shRNA) enhanced the ability of either p53 activation or alkylating drug therapy to induce tumor cell death. These studies provide evidence that autophagy serves as a survival pathway in tumor cells treated with apoptosis activators and a rationale for the use of autophagy inhibitors such as chloroquine in combination with therapies designed to induce apoptosis in human cancers.
Journal Article
Structural basis for the cooperative allosteric activation of the free fatty acid receptor GPR40
Crystal structures of hGPR40, a target for treatment of type 2 diabetes, bound to a partial and an allosteric agonist explain the binding cooperativity between these ligands and present new opportunities for structure-guided drug design.
Clinical studies indicate that partial agonists of the G-protein-coupled, free fatty acid receptor 1 GPR40 enhance glucose-dependent insulin secretion and represent a potential mechanism for the treatment of type 2 diabetes mellitus. Full allosteric agonists (AgoPAMs) of GPR40 bind to a site distinct from partial agonists and can provide additional efficacy. We report the 3.2-Å crystal structure of human GPR40 (hGPR40) in complex with both the partial agonist MK-8666 and an AgoPAM, which exposes a novel lipid-facing AgoPAM-binding pocket outside the transmembrane helical bundle. Comparison with an additional 2.2-Å structure of the hGPR40–MK-8666 binary complex reveals an induced-fit conformational coupling between the partial agonist and AgoPAM binding sites, involving rearrangements of the transmembrane helices 4 and 5 (TM4 and TM5) and transition of the intracellular loop 2 (ICL2) into a short helix. These conformational changes likely prime GPR40 to a more active-like state and explain the binding cooperativity between these ligands.
Journal Article