Space may be the perfect place to study cancer — and someday even treat it," writes Space.com: On Earth, gravity slows the development of cancer because cells normally need to be attached to a surface in order to function and grow. But in space, cancer cell clusters can expand in all directions as bubbles, like budding yeast or grapes, said Shay Soker, chief science program officer at Wake Forest's Institute for Regenerative Medicine. Since bubbles grow larger and more quickly in space, researchers can more easily test substances clinging to the edge of the larger bubbles, too. Scientists at the University of Notre Dame are taking advantage of this quirk to develop an in-space cancer test that needs just a single drop of blood. The work builds on a series of bubble-formation experiments that have already been conducted on the ISS. "If cancer screening using our bubble technology in space is democratized and made inexpensive, many more cancers can be screened, and everyone can benefit," said Tengfei Luo, a Notre Dame researcher who pioneered the technology, speaking to the ISS' magazine, Upward. "It's something we may be able to integrate into annual exams. It sounds far-fetched, but it's achievable...."

Chemotherapy patients could save precious time, too. In normal gravity, they typically have to spend a half-hour hooked up to a needle before the medicine begins to take effect, because most drugs don't dissolve easily in water. But scientists at Merck have discovered that, in space, their widely used cancer drug pembrolizumab, or Keytruda, can be administered through a simple injection, because large crystalline molecules that would normally clump together are suspended in microgravity... Someday, microgravity could even help patients recovering from surgery heal faster than they would on Earth, Soker added. "Wound healing in high pressure is faster. That's the hyperbaric treatment for wounds...."

For the Wake Forest experiment, which is scheduled to launch next spring, scientists will cut out two sections of a cancer tumor from around 20 patients. One sample will stay on Earth while the other heads to the ISS, with scientists observing the difference. The testing will be completed within a week, to avoid any interference from cosmic radiation. If successful, Soker said, it could set the stage for diagnostic cancer tests in space available to the general population — perhaps on a biomedical space station that could launch after the planned demise of the ISS. "Can we actually design a special cancer space station that will be dedicated to cancer and maybe other diseases?" Shoker asked, answering his question in the affirmative. "Pharmaceutical companies that have deep pockets would certainly support that program."

An anonymous reader quotes a report from The Guardian: A London secondary school is trying to stop its pupils from using "basically" at the beginning of sentences and deploying phrases such as "oh my days" in a crackdown on "fillers" and "slang" in the classroom. Ark All Saints academy has produced lists of "banned" language which includes "he cut his eyes at me", which the Collins dictionary says originates in the Caribbean and means to look rudely at a person and then turn away sharply while closing one's eyes dismissively. Neither should they use "that's long," which can mean something that is boring or tedious, or "that's a neck" which indicates a comment or action is stupid. "Bare," "wow," "cuss" and "oh my God" are also out. The list -- which is intended to steer the language used in formal learning situations and exams rather than in the playground -- has drawn criticism from linguists who described it as "crude and shortsighted ... a disservice and discredit to young people."

Teachers say it guides pupils to use language that fits more formal situations and helps them succeed. The school said the specific words and phrases on the list were selected because they were "showing up a lot in pupils' work" and it stressed the importance of pupils expressing themselves "clearly and accurately." Expressions that must not be used at the beginning of sentences include: "ermmm," "because," "no," "like," "say," "you see," "you know," and "basically." "The development of reading and speaking skills is a central part of what drives our school to help our students learn effectively and fulfil their potential in academic and non-academic ways," said Lucy Frame, the principal at the school in Camberwell, south-east London. "None of the words or phrases listed are banned from general use in our school or when our students are interacting socially. But this list is used in some formal learning settings to help students understand the importance of expressing themselves clearly and accurately, not least through written language in examinations."

The intervention may reflect a widening gap between language that is accepted by examiners and that used day-to-day by pupils in some areas of the UK. External examiners have noted pupils nationwide using "unnecessarily rude and strident vocabulary" in weaker answers. Bridging the gap between what is normal language for pupils and what is acceptable for exams is a challenge for teachers. A 2019 survey of 2,100 tutors found that "slanglish" was the most common reason for English GCSE failures. Yet, as a subject of study, "code-switching/style-shifting, youth slang ... and use of accent and dialect" is increasingly of interest to English language A-level students, according to the AQA exam board. [...] Some fear such moves could alienate some pupils. Dr Marcello Giovanelli, a senior lecturer in English language and literature at Aston University, said: "Slang has always been at the forefront of linguistic innovation." He described "he cut his eyes at me" as a "wonderfully creative example" and said "dismissing students' home or own use of language may have negative effects on identity and confidence."

Tony Thorne, a language consultant at King's College London and the director of the Slang and New Language Archive, said: "It shouldn't be about good or bad language, it should be about appropriate language for the context."

"You don't want to make them feel they have to reject the cultural aspects of their own language," said Dr Natalie Sharpling, who teaches applied linguistics at Warwick University. "We should celebrate the different ways language is being used and concentrate on the content of what is being said." Sharpling said she had observed an increasing trend in schools to police language and said "it would be a shame if it becomes a case of if you want to be successful, this is the way you have to speak."

theodp writes: The LA Times reports that controversies over grading are roiling universities and colleges, as the coronavirus outbreak prompted them to shift to online learning and send most students home to disparate circumstances. Some students and faculty believe that normal grading practices during these times are deeply unfair, while others feel students should be able to choose between a letter grade or pass/fail, arguing that earning high marks can distinguish them for jobs, scholarships or graduate school.

At Harvard, all undergraduates will receive grades of either "Emergency Satisfactory" or "Emergency Unsatisfactory" in their spring classes. Faculty may supplement this terminology with a "qualitative assessment of student learning."

The coronavirus situation has also prompted grading changes at the high school level. The College Board announced that all AP exams will be streamlined and only include questions on material covered thru early March. Students taking the AP Computer Science Principles course will not even be subjected to an AP exam in 2020 but can still earn college credit.

Students from wealthy high schools are more than twice as likely to qualify for extra time to finish their SAT or ACT college entrance tests than students from poor schools -- and in some cases, they're getting 50% more time.

An anonymous reader quotes CBS News: About 4.2 percent of students at wealthy high schools qualified for a 504 designation, a plan that enables the students to qualify for accommodations such as extra test-taking time, according to an analysis of federal data for 9,000 by public schools by The Wall Street Journal. By comparison, only 1.6 percent of students in poor high schools qualified for the same designation.... These plans, named after a federal statute prohibiting discrimination against students with disabilities, can cover a wide range of issues, ranging from anxiety to deafness and other impairments. But critics of 504 plans say some families may be abusing the system in order to secure much-needed extra time for their children on the high-stakes exams...

About one-sixth of ACT test-takers don't complete the exam within its normal time limit, the Journal noted. And a redesign of the SAT in 2014 signaled how many students struggle with finishing on time, as fewer than half of students completed the math section in a prototype of the new test. Naturally, gaining an extra 50 percent of the allotted time can alleviate some of the stress of time management. And the SATs and ACTs don't alert colleges about whether a student received extra time to complete the tests, eliminating a disincentive for students to request the accommodation.
It's apparently been going on for years, according to CBS. In 2000 a California state report found that students getting extra time for their tests "were predominately white, wealthy, and from private schools."

And now in Boston's "well-heeled" Newton suburb, about one-third of students qualified for extra time.

slew writes "Apparently none of the 24K+ students who sat for the 2013 Liberia University entrance exam got a passing mark, and fewer than a hundred managed to pass either the english (pass level 70%) or math (pass level 50%) sections required to qualify to be part of the normal class of 2k-3k students admitted every year... Historically, the pass rate has been about 20-30% and in recent years, the test has been in multiple-guess format to facilitate grading. The mathematics exam generally focuses on arithmetic, geometry, algebra, analytical geometry and elementary statistic and probability; while the English exam generally focuses on grammar, sentence completion, reading comprehension and logical reasoning. However, as a testament to the over-hang of a civil war, university over-crowding, corruption, social promotion, the admission criteria was apparently temporarily dropped to 40% math and 50% English to allow the provisional admission of about 1.6K students. And people are calling foul."

New submitter linjaaho writes "I work as lecturer in a polytechnic. I think traditional exams are not measuring the problem-solving skills of engineering students, because in normal job you can access the internet and literature when solving problems. And it is frustrating to make equation collections and things like that. It would be much easier and more practical to just let the students use the internet to find information for solving problems. The problem: how can I let the students access the internet and at same time make sure that it is hard enough to cheat, e.g. ask for ready solution for a problem from a site like Openstudy, or help via IRC or similar tool from another student taking the exam? Of course, it is impossible to make it impossible to cheat, but how to make cheating as hard as in traditional exams?"