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This article describes a project to apply and validate a conceptual framework of clusters of purposeful learning activity involving ICT tools. The framework, which is based in a socio-cultural perspective, is described as ‘DECK’, and comprises the following major categories of the use of digital technologies to support learning: distributed thinking and knowing; engagement; community and communication; and knowledge building. Small-scale research to test the framework was carried out with 12 teachers in English primary and secondary schools. The methods involved mind mapping, ‘think aloud’ procedures and interviews. The framework was modified in the light of teachers' responses and offers a way of describing and thinking about the diverse uses of digital technologies to support learning in various contexts.

This article explores the development of the Journal over the first 20 years of its existence, reflecting a period of ongoing change in educational technologies and their role in teacher education and development. This exploration is undertaken through an analysis of the abstracts of articles published in the first 19 volumes of the Journal. Word clouds are used for the first level of analysis, and deeper investigation is undertaken using text mining, based on latent semantic analysis, to derive thematic clusters of articles, reflecting the changes in the wider landscape of educational technology. The authors also investigate the changing picture of widening international participation in the Journal. They conclude that, whilst some underlying themes of the Journal remain consistent, other themes reflect aspects of external changes.

The phrase ‘‘public school’’ tends to evoke too little passion or too much. In everyday use, it has a bland and bureaucratic meaning. It refers simply to a school that is funded by tax dollars, overseen by elected officials, operating with open admissions within its district, and so on. However, when we sense that public schooling is under siege, in debates over vouchers for example, we may become less nominalistic and more idealistic. The trouble is that when we rush to the defense of the public schools, we are immediately overtaken by pieties: the public schools ensure an educated electorate; safeguard against the balkanization of the republic into class, racial, and religious groups; guarantee economic opportunity to those whose families are not well off and well connected. There is nothing wrong with these statements, except for the fact that they are all probably, more or less, false. The electorate is not particularly well educated. The United States is severely balkanized. And the poor seem to be getting poorer. If friends of these public ideals — people who care deeply about such notions of civic life, multicultural awareness, and equal opportunity — sometimes hesitate to ask whether the public schools actually make good on these public missions, it may be because there are so many who seem ready to seize any pretext to call the whole project into question. Between the banality of the phrase in some contexts and its sacredness in others, it is hard even to ask the most basic question: what makes a public school public?

In our increasingly instrumentalist culture, debates over the privatization of schooling may be beside the point. Whether we hatch some new plan for chartering or funding schools, or retain the traditional model of government-run schools, the ongoing instrumentalization of education threatens the very possibility of public education. Indeed, in the culture of performativity, not only the public school but public life itself is hollowed out and debased. Qualities are recast as quantities, judgments replaced by rubrics, teaching and learning turned into exchange values. Schools should be central to public life: key locations for the regeneration of values, the cultivation of judgment, and the creation of the conditions for positive freedom. In this article Chris Higgins, drawing on Hannah Arendt and Alasdair MacIntyre, goes beyond typical treatments of the schools as equalizer of individual opportunity to explore three aspects of educational publicity: the school as an object of communal concern, schooling as preparation for public life, and the classroom as public space.

Background/Context If education centrally involves self-cultivation, and the teacher's own robust selfhood is necessary for inspiring self-cultivation in students, then teacherly self-cultivation is a necessary condition of education. But teaching is seen as a helping profession, where helping others always seems, in practice if not in principle, to preclude helping oneself. Some scholars refer to teaching as a praxis, a form of ethical/political conduct where knowing and doing become fused, where freedom is enacted. But is this simply wishful thinking? Perhaps, as institutionalized, teachers are a cog in a bureaucratic machine, or at best selfless servants of their students in a “noble” calling. This study asks what aspects of teaching, if any, might nurture the teacher's own quest to flourish, without thus becoming a selfish betrayal of the role. What might it mean to speak of teaching as “self-ful”? Purpose/Objective/Research Question/Focus of Study The philosophy of Hannah Arendt is a fruitful context in which to refine and explore this question. Arendt offers a rich typology of practical activities, distinguishing “labor” and “work” from action proper. And she puts action at the center of her theory of education. However, it is the natality and action of students that drives education, and Arendt seems to suggest that teaching itself amounts to only labor or work. The problem is that if the teacher's core project is not actional, she will grow estranged from her own natality, and thus be incapable of recognizing and responding to the natality of her students. How can we theorize teaching as action without violating the spirit of Arendt's compelling accounts of education and of action? Research Design This is a theoretical paper and uses philosophical methods such as concept clarification and development, textual analysis, and thought experiments. Conclusions/Recommendations Arendt's conception of the classroom as mediating space, sheltered from full exposure to the public realm and the demands of action, is a sound one. However, this need not entail that teaching cannot be a form of action. The classroom mediates but does not entirely exclude the public. Meanwhile, action for Arendt itself involves mediation. The classroom is a theatrical space where participants may adopt roles, but politics too is theatrical for Arendt. The curriculum involves representations of aspects of the cultural inheritance, making education akin to an ongoing (cultural) constitutional convention, where making is always remaking, where the polis is again called into existence by its representatives.

The paper is a theoretical reflection on a research study of `Create-A-Scape', a software resource for making mediascapes to support learning in the primary and secondary school curriculum. Mediascapes are collections of location-sensitive texts, sounds and images that are geo-tagged or `attached to' the local landscape, and learners use mobile technologies, such as PDAs, to roam in a space or landscape to detect and respond to these multimedia tags. The study, commissioned by Futurelab, was conducted in the summer of 2007 in England. Its aims were to investigate the Create-A-Scape resource and present insights into its use, perceptions of use, and the implications and potential of mediascape tools for learning, teaching and pedagogy. A survey of all who had downloaded the software outlined early perceptions and use of the resource. Five selected case studies were developed through visits, observations and interviews with teachers and pupils using the resources to create mediascape activities. A cross-case analysis articulated three distinctive theoretical perspectives, namely creativity, teacher knowledge and a sense of place. The paper presents the conduct and findings of the study, develops the discussion of the theoretical framework, and considers the potential of such resources for mobile technologies in curriculum integration, and supporting learning in meaningful physical places.

Background— Indirect evidence implicates endothelial dysfunction in the pathogenesis of vascular diseases associated with obstructive sleep apnea (OSA). We investigated directly whether dysfunction and inflammation occur in vivo in the vascular endothelium of patients with OSA. The effects of continuous positive airway pressure (CPAP) therapy on endothelial function and repair capacity were assessed. Methods and Results— Thirty-two patients with newly diagnosed OSA and 15 control subjects were studied. Proteins that regulate basal endothelial nitric oxide (NO) production (endothelial NO synthase [eNOS] and phosphorylated eNOS) and inflammation (cyclooxygenase-2 and inducible NOS) and markers of oxidative stress (nitrotyrosine) were quantified by immunofluorescence in freshly harvested venous endothelial cells before and after 4 weeks of CPAP therapy. Vascular reactivity was measured by flow-mediated dilation. Circulating endothelial progenitor cell levels were quantified to assess endothelial repair capacity. Baseline endothelial expression of eNOS and phosphorylated eNOS was reduced by 59% and 94%, respectively, in patients with OSA compared with control subjects. Expression of both nitrotyrosine and cyclooxygenase-2 was 5-fold greater in patients with OSA than in control subjects, whereas inducible NOS expression was 56% greater. Expression of eNOS and phosphorylated eNOS significantly increased, whereas expression of nitrotyrosine, cyclooxygenase-2, and inducible NOS significantly decreased in patients who adhered to CPAP ≥4 hours daily. Baseline flow-mediated dilation and endothelial progenitor cell levels were lower in patients than in control subjects, and both significantly increased in patients who adhered to CPAP ≥4 hours daily. Conclusions— OSA directly affects the vascular endothelium by promoting inflammation and oxidative stress while decreasing NO availability and repair capacity. Effective CPAP therapy is associated with the reversal of these alterations.

I offer a close reconstruction of John Dewey’s account of vocation in Democracy and Education, bringing out the existential and aesthetic dimensions of Dewey’s idea that vocations constitute perceptual environments for their practitioners. Although Dewey offers this idea to teachers only as an insight about student development, I contend that its most powerful educational implication concerns the growth of teachers. Picking up where Dewey left off, I investigate to what extent teaching constitutes an educative environment for teachers. I conclude that, while the environment of teaching is an exceedingly rich one, the basic working conditions of teachers and the ethos of education often frustrate their attempts to interact with this environment. I conclude with a critique of some of the forces that narrow the range of what teachers notice, feel, and learn in the course of their work.

In this paper, I reconstruct Alasdair MacIntyre's aretaic, practical philosophy, drawing out its implications for professional ethics in general and the practice of teaching in particular. After reviewing the moral theory as a whole, I examine MacIntyre's notion of internal goods. Defined within the context of practices, such goods give us reason to reject the very idea of applied ethics. Being goods for the practitioner, they suggest that the eudaimonia of the practitioner is central to professional ethics. In this way, MacIntyre's moral theory helps us recover the untimely question, how does teaching contribute to the flourishing of the teacher?

Providing effective challenge for able pupils is a problematic area f'or many schools. In 1998, an unpublished OFS'TED report, submitted to the House of Commons Education and Employment Select Committee, identified it as a key issue in 20% of primary schools and a significant number of secondary schools. In the following year, the Select Committee's report ‘Highly Able Children’ established mat many teachers were unsure ahout how to provide challenge for able pupils. It was noted, however, that good practice and expertise did exist ma minority of schools and that much could be learnt from them. The purpose of The Oxfordshire Effective Teachers of Able Pupils Project was to identify some of the teachers who were thought to be creating effective challenge and to examine their practice, with a view to identifying successful strategies. The project, funded by the National Primary Trust, had two main aims.

Background: Determining the prevalence of neuromuscular disorders for the general population is important to identify the scope of burden on society and enable comparisons with other health conditions. This systematic review aims to identify and collate the findings of studies published between 1960 and 2013 on the prevalence of all types of muscular dystrophies. Summary: Relevant articles were identified through electronic database searches and manual searches of reference lists. There were 38 articles from across 19 countries that met the inclusion criteria. The total combined prevalence for all muscular dystrophies for studies classified as having a low risk of bias ranged between 19.8 and 25.1 per 100,000 person-years. Myotonic dystrophy (0.5-18.1 per 100,000), Duchenne muscular dystrophy (1.7-4.2) and facioscapulohumeral muscular dystrophy (3.2-4.6 per 100,000) were found to be the most common types of disorder. There was wide variation in study methodology, case ascertainment, and verification procedures and populations studied, all of which may contribute to the wide prevalence range, in addition to the likely variation in prevalence by country. Key Messages: Greater consistency in the conduct and reporting of neuroepidemiological studies is urgently needed to enable comparisons to be made between studies, countries, and over time.

Series introduction teaching methods, group size and course design peer teaching and collaboration in teaching and learning autonomy and freedom in teaching and learning discipline, knowledge and subject cultures interpersonal and institutional factors in communication in teaching and learning series conclusion.

The non-Hodgkin's lymphoma (NHL) subset commonly referred to as large cell lymphoma (LCL) has historically been characterized by its marked cytological, immunological, and clinical heterogeneity. One potential defining feature of these lymphomas, the t(2; 5)(p23; q35), occurs in 25% to 30% of anaplastic LCLs and is also found in cases with diffuse large cell or immunoblastic morphology. We recently identified nucleophosmin (NPM ) and anaplastic lymphoma kinase (ALK ) as the genes on chromosomes 5 and 2, respectively, that are juxtaposed by this translocation. To provide a complementary approach to the use of classical cytogenetics or polymerase chain reaction-based methods for the detection of this abnormality, we have developed a two-color fluorescent in situ hybridization (FISH) assay for the t(2; 5) that may be used for the analysis of both interphase nuclei and metaphase chromosomes. Three overlapping chromosome 5 cosmid clones located immediately centromeric to the NPM gene locus and an ALK P1 clone located telomeric to the chromosome 2 breakpoint were labeled with digoxigenin or biotin, respectively, and used to visualize the derivative chromosome 5 produced by the t(2; 5), evident as juxtaposed or overlapping red and green fluorescent signals. This NPM-ALK FISH assay was initially validated by analysis of a series of cytogenetically characterized cell lines, with the presence of the der(5) chromosome showed specifically only in those lines known to contain the t(2; 5). The assay was then applied in a blinded fashion to a series of eight cytogenetically t(2; 5)-positive clinical specimens and seven known t(2; 5)-negative cases, including three NHL and four Hodgkin's disease biopsy samples. Whereas the t(2; 5)-negative cases were negative by FISH, all eight t(2; 5)-positive cases were positive. One additional case, initially thought to be positive for the translocation by cytogenetics, was proven to not be a classic t(2; 5) by interphase and metaphase FISH. These data indicate that the FISH assay described is a highly specific and rapid test that should prove to be a useful adjunct to the currently available methods for detection of the t(2; 5).

This article describes the basic science involved in the provision of a blood transfusion service. Apart from the lifesaving properties of blood transfusion following acute blood loss, much modern surgery could not be contemplated without the availability of safe and compatible blood for transfusion. In addition there are many medical conditions whose therapy depends on blood products.

When we defend aesthetic education in instrumental terms or rely on cliches of creativity and imagination, we win at best a pyrrhic victory. To make a lasting place for the arts in education, we must critique the transmission model of education and the instrumentalist view of life that undergirds it. To help us perceive anew the nature and value of the aesthetic, I explore John Dewey's distinction between recognition and perception. Through a series of examples drawn from painting and poetry, I embody Dewey's theory and describe a number of artistic strategies for interrupting recognition and cultivating perception.

Collaboration is at the heart of e-Science and e-Research\ud more generally. Successful collaborations must address both\ud the needs of the end user researchers and the providers\ud that make resources available. Usability and security are\ud two fundamental requirements that are demanded by many\ud collaborations and both concerns must be considered from\ud both the researcher and resource provider perspective. In\ud this paper we outline tools and methods developed at the\ud National e-Science Centre (NeSC) that provide users with\ud seamless, secure access to distributed resources through\ud security-oriented research environments, whilst also allowing resource providers to define and enforce their own local access and usage policies through intuitive user interfaces. We describe these tools and illustrate their application in the ESRC-funded Data Management through e-Social Science (DAMES) and the JISC-funded SeeGEO projects.

An integrative model explaining intentions to use an information technology is proposed. The primary objective is to obtain a clearer picture of how intentions are formed, and draws on previous research such as the technology acceptance model (Davis, Bagozzi, & Warshaw, 1989) and the decomposed theory of planned behavior (Taylor & Todd, 1995a). The conceptual model was tested using questionnaire responses from 189 subjects, measured at two time periods approximately two months apart. The results generally supported the hypothesized relationships, and revealed strong influences of both personal innovativeness and computer self-efficacy.

Heparin is the only anticoagulant used to prepare samples for blood-gas analysis. There are two ways in which heparin can interfere with results. The first is high heparin concentration in blood, and the second is heparin dilution of blood if liquid rather than dried (lyophilized) heparin is used. Traditional blood-gas analytes (pH, pCO2, and pO2) are less affected than electrolytes (particularly ionized calcium), also measured on modern blood-gas analyzers. The sample requirements as far as heparin is concerned are thus less exacting if only pH, pCO2, and pO2 are to be measured. For these analytes, it is still essential that the heparin (either sodium or lithium) concentration is less than 200 IU/mL blood and that the blood is not diluted more than 5%. The inclusion of electrolytes in the test repertoire excludes the use of sodium heparin in favor of lithium heparin. The inclusion of ionized calcium in the test repertoire demands that the heparin should be lyophilized, and the concentration should not exceed 10 IU/mL blood, unless a specialized heparin that eliminates the effect of calcium binding by heparin is used. Whatever the heparin formulation, it is essential for accurate results that the correct volume of blood is sampled to achieve a correct heparin concentration (and dilution, if liquid heparin is used), and that blood and anticoagulant are well mixed immediately after sampling. One of the most common practical problems associated with blood-gas analysis is inadequate anticoagulation and the formation of small blood clots that can block the sample pathway of blood-gas analyzers and invalidate results. Inadequate mixing of specimen with heparin is usually the problem. Clearly, the lower the heparin concentration the greater is the risk that poor mixing technique will give rise to inadequate anticoagulation and the associated problems.

The hallmark of untreated diabetes mellitus is a raised blood glucose concentration (hyperglycaemia), associated with many other disturbances of blood chemistry, including acid-base and electrolyte imbalance. This has ensured a central role for clinical laboratories in both diagnosis of diabetes and lifelong monitoring of the diabetic patient. That role is the subject of this article. The aim is to explain how blood glucose concentration test results are used to diagnose diabetes. Central to this will be consideration of the new World Health Organization (WHO) criteria for the diagnosis of diabetes, which were introduced to UK diabetic practice in June 2000. The significance of blood glucose and other laboratory blood tests for monitoring the diabetic patient after diagnosis are also discussed.

Although transfusion of blood and blood products is often of life-saving benefit for the many patients who receive transfusions every year, it is not without considerable risk. Nurses need to be aware of these risks so that they can respond to patient anxiety about transfusion. This article outlines risks associated with transfusion and the measures taken to minimize them. Attention will be focused principally on the two most significant risks: transmission of serious blood-borne infection and the potentially fatal acute immune haemolytic reaction that can occur if patients receive incompatible red cells. Other significant adverse effects will be discussed briefly. Recent initiatives aimed at monitoring the incidence of these adverse effects and increasing the safety of blood transfusion will be discussed, with special emphasis on the nurse's role in the transfusion process.