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Texting-based programs are increasingly used to support parents as their child's first teacher and create links between home and school. However, there is scant evidence about the influence of program implementation on parent uptake and attrition—a key component of such programs. This article describes the design and delivery of Kindytxt, a literacy-based text-messaging program for parents with a child at Kindergarten in Western Australia, and examines the influence of recruitment method, area socioeconomic status, and teacher participation on parent uptake and attrition. Results indicate that embedding Kindytxt into a well-established family literacy program provided the infrastructure and mechanism for extensive program reach, and the recruitment method, specifically the involvement of the kindergarten teacher, significantly influenced parent registration. However, attrition rates were not significantly affected by the area socioeconomic status of participating schools, recruitment method, nor teacher participation in Kindytxt. The results suggest that teacher involvement may be the crucial factor in enabling parents to access texting programs, regardless of the socioeconomic status of the school community. The design elements may be used to inform future program development, and the research results highlight the importance of documenting and including the method of delivery as variables in the evaluation of program implementation. [ABSTRACT FROM AUTHOR]

The article presents a classroom‐based study that engaged linguistically diverse preschool and early school‐age children in illustrating books, jointly composing written narratives to accompany their illustrations, and enacting these child‐authored books through shared sociodramatic play. Findings from story retell tasks show significant improvement in children's narrative language: vocabulary, syntax, accuracy, and text structure. Analysis of collaborative dialogue during book‐making highlights the role of peer and teacher scaffolding in supporting children's literate language and identity development. The article presents an engaging play‐based approach for ECE educators to (1) significantly and equitably increase child‐led literate language interactions; (2) improve early writing instruction, by increasing meaningful composing experience; (3) strengthen culturally sustaining home/community–school partnerships, through authentic dialogue with caregivers about children's writing; and (4) harness the social and multimodal power of play to promote a range of important early learning goals. [ABSTRACT FROM AUTHOR]

There are significant concerns regarding prescription and misuse of prescription opioids in the perioperative period. The Faculty of Pain Medicine at the Royal College of Anaesthetists have produced this evidence-based expert consensus guideline on surgery and opioids along with the Royal College of Surgery, Royal College of Psychiatry, Royal College of Nursing, and the British Pain Society. This expert consensus practice advisory reproduces the Faculty of Pain Medicine guidance. Perioperative stewardship of opioids starts with judicious opioid prescribing in primary and secondary care. Before surgery, it is important to assess risk factors for continued opioid use after surgery and identify those with chronic pain before surgery, some of whom may be taking opioids. A multidisciplinary perioperative care plan that includes a prehabilitation strategy and intraoperative and postoperative care needs to be formulated. This may need the input of a pain specialist. Emphasis is placed on optimum management of pain pre-, intra-, and postoperatively. The use of immediate-release opioids is preferred in the immediate postoperative period. Attention to ensuring a smooth care transition and communication from secondary to primary care for those taking opioids is highlighted. For opioid-naive patients (patients not taking opioids before surgery), no more than 7 days of opioid prescription is recommended. Persistent use of opioid needs a medical evaluation and exclusion of chronic post-surgical pain. The lack of grading of the evidence of each individual recommendation remains a major weakness of this guidance; however, evidence supporting each recommendation has been rigorously reviewed by experts in perioperative pain management. [ABSTRACT FROM AUTHOR]

Sport Australia released the Australian Physical Literacy Framework (APLF) in 2019 to advance a national agenda for physical literacy (PL) and specifically, clarify and promote the development of PL in Australian sport and education sectors. For teachers, this policy initiative followed a period of curriculum development guided by the Australian Curriculum for Health and Physical Education (AC: HPE). The AC: HPE makes no explicit reference to PL, but nevertheless seeks to support young people to lead active healthy lives. This study acknowledged that HPE teachers are now challenged to navigate the divide between the APLF and AC: HPE and find ways to appropriately integrate the APLF into HPE programmes. The premise for the study was that investigating conceptual 'common ground' between the APLF and AC: HPE in relation to PL could provide an important foundation for coherent policy enactment. Accordingly, Whitehead's (2001) foundational conceptualisation of PL was employed as an analytic framework for examination of both policy texts. The purpose was to identify points of conceptual connection between the APLF, AC: HPE and Whitehead's conceptualisation of PL, and thereby strategically extend the PL discourses 'at play' across the Australian sport and education sectors. Findings suggest that while the AC: HPE and the APLF reflect differing policy agendas, the two texts both have some points of alignment with dimensions of Whitehead's framework. Discussion pursues the significance of distinctions and commonalities identified and addresses issues that HPE teachers and other stakeholders need to consider to promote a coherent approach to PL in Australia. [ABSTRACT FROM AUTHOR]

This study explored the quality of interactions in mother–child shared reading with a print book and with an electronic book on an i-Pad. The study involved a Turkish mother and her 5-year-old son who were observed at home when reading the printed book Ay'ı kim çaldı? (Who stole the moon?) and its exact digital match. The shared book reading interactions were analysed in terms of (a) the amount of talk with the different book formats and (b) the content of the mother–child talk including the focus of the talk, expansion of ideas and behavioural-related talk. The results revealed that print book reading engaged the child in higher-level thinking compared to digital book reading. There was greater frequency of non-immediate talk in the print book reading compared to the digital book reading. Also, results suggested that the digital book encouraged more behaviour-related talk related to negotiating the book sharing routine. [ABSTRACT FROM AUTHOR]

The New Word Hunter project sought to engage families of Year 1 children with the aim of extending their vocabularies beyond everyday language. Early vocabulary development has been linked to later performance in reading comprehension, as well as to socio-economic status. This project sought to recruit families from two diverse school communities as partners in encouraging their children to increase their lexical repertoires by providing them with vocabulary rich books, supplementary resources and advice. Utilising a pre-and post-test design with a treatment group and comparison group in each of two contrastive schools, the study investigated both receptive and expressive vocabulary performance, with a focus on words in the Tier-2 category, drawing on the work of Beck and McKeown. Initial assessment found unanticipated similarities in the performance of children from low and middle SES backgrounds, but differences related to language background and gender. Based on this assessment, we suggest that educators may be underestimating young children's receptive and expressive language competence. Findings of the comparative analysis of pre- and post-test results indicate that the intervention was effective in improving children's understanding of challenging words included in fictional and nonfiction texts provided in resource packs. However, this was only the case in one school, Pleasant Rise, which had a socially and culturally diverse community with a moderate level of disadvantage; it was not the case in Pelican Point, a school serving a highly disadvantaged community. In discussing the findings, we suggest there may be an interaction between teacher attitudes, family interventions and child outcomes, even when educators' pedagogy is not the focus of the interventions. Acknowledging limitations of the project, we propose that directly encouraging parents and carers to engage in vocabulary extension with their children, and providing high quality and engaging materials, is worth further attention. [ABSTRACT FROM AUTHOR]

Presents information on a study which observed optical limiting behavior in silver bromide nanosols. Experimental procedure; Results; Discussion.

The behavior of a woven E-glass–Vinylester composite in dry and seawater-saturated conditions was investigated for strain rates in the range of 0.001–100 s−1. Reliable data were obtained by conducting servo-hydraulic tests at high speed with DIC strain measurement. Issues related to inertial effects of the test system and controlling vibrational stress waves were resolved through a unique experimental setup and special attention to specimen geometry and fixturing. In addition, a rate-dependent constitutive model was adapted to characterize the elastic–viscoplastic response at various strain rates and validated by comparison to test data. The subject investigation demonstrates a viable methodology to identify strain rate sensitivities in high speed experiments and develop a representative material model for analysis of high rate phenomena. [ABSTRACT FROM AUTHOR]

• The flexibility of the Foodbank WA school breakfast program (SBP) enables it to be tailored to specific community needs. • The characteristics of SBPs in WA reflect the extent of integration with strategic planning and whole-school approach to health promotion. • Comprehensive and inclusive SBPs are associated with whole school strategies to increase student/family engagement and build community capacity and cohesion. • Positive SBP social environments can smoothe students' transition to the classroom, improve learning engagement and reduce inappropriate behavior. • The benefits of SBPs seen at the classroom level translate to greater calm, order and positive tone at the whole school level. A substantial body of literature points to the educational and social benefits of school breakfast programs. Most high-income countries provide free or subsidized school breakfasts to support disadvantaged children. Australia does not have a nationally-funded school meal program. Instead, charitable organizations offer school breakfast programs on a voluntary basis, often with funding support from state/territory governments. Decisions about participating in a school breakfast program (SBP), which students to support, and the degree of integration with other strategies to support disadvantaged students are made at the school level. This large-scale, multi-year study examined models of SBP implementation in Western Australian (WA) schools and stakeholder perceptions of the impact of SBPs at the classroom and whole school level. Findings indicate that the approaches adopted by WA schools reflect the extent to which SBPs are part of an integrated approach to supporting disadvantaged students. Minimalist approaches were evident where the focus was limited to alleviating hunger. More inclusive, resource‐intensive models were apparent where the SBP was positioned within a whole school approach to student wellbeing and/or community capacity-building. All schools reported benefits for disadvantaged students, however, the social benefits of SBPs that manifested at the classroom and whole school level were more pronounced in schools that had adopted more integrated, whole school approaches. The findings have implications for Australian schools and other countries that seek to optimize the role of SBPs to provide more holistic support for vulnerable students and reduce the impact of social and economic disadvantage. [ABSTRACT FROM AUTHOR]

Large-scale standardised, early reading assessments abound at the international and national levels, but research into urgent problems facing practitioners remains scarce. Practice-inspired research involves university-researchers in partnership with teacher-researchers undertaking high-quality research to provide relevant and useful knowledge. Case studies of practice-inspired research of students beginning to read in schools within complex, diverse communities provided unexpected findings as well as innovative practices. The first study investigated the connections between oral language and early reading and revealed that contrary to teachers’ expectations, students’ oral language did not map neatly to early reading development. Oral language was, however, important in its own right for learning in school. The second study investigated a large number of struggling readers in a school within a low-income community. This research found an urgent need for flexible, one-to-one, reading interventions for previously overlooked readers who fall into the third quartile within classrooms. [ABSTRACT FROM PUBLISHER]

This study investigated the relationship between children's attitudes towards reading and their parents’ gendered views about literacy (GVL). It was assumed that parents may have GVL by favouring girls in reading activities, which could limit boys’ enjoyment in reading activities. This study was conducted with 31 five-year-old children in first term at a school in South Australia. To measure children's enjoyment in reading-related activities, each child completed an individually administered Literacy Attitude Scale (LAS). Parents completed a questionnaire about their views on girls’ and boys’ early literacy and their book preferences. It was found that the parents’ GVL were significantly and negatively related to children's attitudes towards reading. Importantly, both male and female children of parents, with highly GVL, exhibited lower attitudes towards reading. Overall, girls reported significantly more positive attitudes towards reading than boys. A weak but notable correlation was found between parents’ perceptions about their children's attitudes towards reading and their children's self-reported reading attitudes. [ABSTRACT FROM PUBLISHER]

This study explored associations in the family context, conceptualized as comprising parent–child practices and parental expectations, and five-year-old children's attitudes toward literacy. A total of 94 children from four primary schools and their parents participated in the study. Each child completed an individually administered Literacy Attitude Scale that assessed her enjoyment in reading-related activities. Parents completed a questionnaire about aspects of their family context. The results revealed a high level of positive attitudes toward literacy by beginning readers, with no gender difference. Frequency of parent–child everyday interactions and parental expectations had significant relationships with children's attitude toward literacy. This study highlights the importance of looking beyond parent–child literacy activities when examining children's attitudes toward literacy. [ABSTRACT FROM PUBLISHER]

This article explores three innovative family literacy programs and employs a multi-categorical framework to analyse the theoretical orientation, goals, pedagogy, target group, personnel, resources used, partnerships and the literacy practices in the programs. The programs were Lap-Sit a birth to three-year-old outreach program from a public library, a Dads’ program in a children’s centre for parents of three- to five-year-olds and a Parent as Partners program in a school. The family literacy programs were developed in a two-year action research project involving nine teachers, community workers and university researchers employing collaborative action research methodology. The family literacy programs were designed for parents and carers to support children’s early literacy development, and to reconnect parents with reading, learning and schools in positive ways around their young children’s literacy experiences. The article highlights importance of the responsiveness of family literacy programs to local contexts, active learning pedagogies and importance of playfulness when developing home-school connections. [ABSTRACT FROM AUTHOR]

This article explores three innovative family literacy programs and employs a multi-categorical framework to analyse the theoretical orientation, goals, pedagogy, target group, personnel, resources used, partnerships and the literacy practices in the programs. The programs were Lap-Sit a birth to three-year-old outreach program from a public library, a Dads' program in a children's centre for parents of three- to five-year-olds and a Parent as Partners program in a school. The family literacy programs were developed in a two-year action research project involving nine teachers, community workers and university researchers employing collaborative action research methodology. The family literacy programs were designed for parents and carers to support children's early literacy development, and to reconnect parents with reading, learning and schools in positive ways around their young children's literacy experiences. The article highlights importance of the responsiveness of family literacy programs to local contexts, active learning pedagogies and importance of playfulness when developing home-school connections. [ABSTRACT FROM AUTHOR]

Background: The Revised Illness Perceptions Questionnaire (IPQ-R) is commonly used to measure illness perceptions. We tested whether the structure of the IPQ-R was appropriate for use with primary care musculoskeletal pain patients. Methods: Confirmatory (C) and exploratory (E) factor analyses (FA) were used to test whether the structure of the IPQ-R was supported for patients with knee pain (n = 393), hand pain (n = 2113) and back pain (n = 1591). CFA was used to test whether the timeline acute/chronic, timeline cyclical, consequences, personal control, treatment control, illness coherence and emotional representation dimensions of the IPQ-R were distinct; EFA was used to explore potential structure for patients’ views on the cause of their condition. Results: Goodness-of-fit indices for the CFA were below our criteria for good model fit. Removal of six items from the model improved model fit, but our criteria for good model fit was still not achieved. An interpretable factor solution could not be determined for the causal items on the questionnaire. Conclusions: Our data show limited evidence that the seven dimensions of the IPQ-R are distinct. A clear structure for the causal items was not determined. Further work is needed to develop the IPQ-R for use with primary care musculoskeletal pain patients. [ABSTRACT FROM PUBLISHER]

Purpose. Osteoarthritis (OA) is the commonest reason for a musculoskeletal consultation in primary care in older adults. There is evidence that appropriate advice and management is sub-optimal. The aim of this study was to explore perceptions and experiences of the treatment and management of hand OA in older adults. Methods. Four focus groups were conducted with primary ( n == 15) and secondary ( n == 14) care participants aged 50-84 years (mean age 64.9 years; 3 males, 14 females) with a clinical diagnosis of hand OA. Data were tape-recorded, transcribed and analysed using thematic analysis and constant comparison method. Results. Participants described a lack of help and information with regards to management of their hand OA and also a perceived lack of understanding of the impact of hand OA on the individual. Some received contradictory advice about its management. Beliefs about treatment efficacy were balanced against perceived and actual side-effects and tolerance, and such perceptions appeared to influence the use of alternative therapies. Conclusions. The study identified a perceived unmet need in people with hand OA presenting in primary and secondary care. This may be due to the clinical uncertainty of treatment, lack of high-quality randomised controlled trials evaluating therapeutic options, and the limited written information available incorporating the patient experience. The study emphasised the need to understand patient illness and treatment beliefs. A better understanding of illness and treatment beliefs will facilitate the use of evidence-based approaches in the management of hand OA. [ABSTRACT FROM AUTHOR]

This study into the reading patterns and choices of three- to six-year old Aboriginal children revealed that children chose books that promoted social interactions between family members and wider social networks. Books selected most often promoted child agency and problem solving with a cause effect narrative structure, rather than books of lists and descriptive captions. The children’s fathers were actively involved in contributing to their family’s literacy development and often read aloud to multi-age groups of children in the home. The study revealed that most families had few children’s books in the home and that access to children’s books was limited, while also demonstrating the appeal of good-quality children’s literature in generating numerous re-readings of favourite books. [ABSTRACT FROM AUTHOR]

This article explores aspects of early language and literacy that may predict later literacy development. It explores a range of assessment procedures used for oral language, vocabulary, sentence structure and phonology and early reading and writing. The article then describes a small-scale study which highlights the disconnections between the oral language and early literacy and suggests that learning to read and write is akin to learning a second language for all children. Finally, the article suggests that young children's early language and literacy can best be assessed using ecologically valid procedures rather than the narrow high-stakes testing of one or two literacy components. [ABSTRACT FROM AUTHOR]

Background: There is limited evidence for the clinical and cost effectiveness of occupational therapy (OT) approaches in the management of hand osteoarthritis (OA). Joint protection and hand exercises have been proposed by European guidelines, however the clinical and cost effectiveness of each intervention is unknown. This multicentre two-by-two factorial randomised controlled trial aims to address the following questions: • Is joint protection delivered by an OT more effective in reducing hand pain and disability than no joint protection in people with hand OA in primary care? • Are hand exercises delivered by an OT more effective in reducing hand pain and disability than no hand exercises in people with hand OA in primary care? • Which of the four management approaches explored within the study (leaflet and advice, joint protection, hand exercise, or joint protection and hand exercise combined) provides the most cost-effective use of health care resources Methods/Design: Participants aged 50 years and over registered at three general practices in North Staffordshire and Cheshire will be mailed a health survey questionnaire (estimated mailing sample n = 9,500). Those fulfilling the eligibility criteria on the health survey questionnaire will be invited to attend a clinical assessment to assess for the presence of hand or thumb base OA using the ACR criteria. Eligible participants will be randomised to one of four groups: leaflet and advice; joint protection (looking after your joints); hand exercises; or joint protection and hand exercises combined (estimated n = 252). The primary outcome measure will be the OARSI/OMERACT responder criteria combining hand pain and disability (measured using the AUSCAN) and global improvement, 6 months post-randomisation. Secondary outcomes will also be collected for example pain, functional limitation and quality of life. Outcomes will be collected at baseline and 3, 6 and 12 months post-randomisation. The main analysis will be on an intention to treat basis and will assess the clinical and cost effectiveness of joint protection and hand exercises for managing hand OA. Discussion: The findings will improve the cost-effective evidence based management of hand OA. Trial registration: identifier: ISRCTN33870549 [ABSTRACT FROM AUTHOR]

Objective: Systematically to review the literature, investigating the prognostic value of self-efficacy and coping strategies used by adults with osteoarthritis (OA) recruited within the community or primary care. Methods: An online electronic search was performed from inception to August 2009, using EMBASE, CINAHL, PsycINFO and MEDLINE databases. A search of keywords and key authors was performed to find related articles, and experts in the field were contacted to identify additional literature. Three reviewers blindly assessed the quality of the included studies, using pre-determined criteria. Data on coping strategies and self-efficacy were extracted and tabulated. Results: Eight studies were identified and included in this review. Six of the papers were rated as being of acceptable methodological quality. Strong evidence was identified for the role of self-efficacy in predicting disability, but no evidence was found for the relationship between self-efficacy and pain. Although problem-solving coping had no effect on pain, there was weak evidence that active coping strategies predict increased pain and worsened mood. There was also weak evidence demonstrating that problem avoidance, wishful thinking, social withdrawal, self-criticism and turning to religion are predictors of depressed mood. This review also presents evidence for catastrophizing, self-efficacy and passive coping strategies as predictors of mood. Conclusion: Coping strategies and self-efficacy are important prognostic factors for people with OA. This review highlights the need for further research to ascertain the predictive values of coping strategies that, to date, have been less well investigated. This may, in turn, result in a better understanding of the role of coping in OA and enable clinicians and patients to manage the condition more effectively. Copyright © 2010 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This collaborative teacher-research study was conducted in children's first year of school and explored ways young children's use of oral language, vocabulary and phonology connected with beginning reading. A play-based oral language intervention was implemented and an analysis of oral language and reading suggested that spoken language did not provide a neat, sequential base which can be easily mapped to written language. Questions were raised about the view that oral language neatly underpins reading development and the study concluded that learning to read written English is influenced by children's oral language development as well as their experience and understanding about written language structures. [ABSTRACT FROM AUTHOR]

This article describes a collaborative teacher-researcher project exploring how 4—8-year-old children understood and worked with new forms of literacy at home and at school. Twenty-five teacher-researchers investigated young children’s home based multimodal funds of knowledge and then planned school or preschool curriculum based on these findings. The project revealed that children, independent of geographic location, had access to and could use information technologies far in advance of teachers’ expectations and had access to equipment beyond that available in many of the schools and preschools. In response to children’s use of and engagement with new literacies the teacher-researchers developed a framework known as the Multiliteracies Map. This framework was used in a state-wide early years professional learning programme to support curriculum planning for new forms of literacy. The teacher-researchers became the facilitators of the professional learning programme that took place in local districts and regions. A case study of one teacher-researcher shows how this literacy framework was used to plan and assess children’s learning with new forms of literacy. [ABSTRACT FROM PUBLISHER]

This article presents a personal narrative of the author's experiences conducting research on the history of the Haudenosaunee Indians and provides an historical overview and discussion of the Ohswe:ken community's disputed land claims in Caledonia, Ontario in 2006.

Focuses on privileged literacy development where the dispositions, aspirations and expectations at home and at school connect in Australia. Examination of the features of a privileged literacy experience prior to school; Relationship between social and economic resources and the academic achievement of children; Role of families in the years prior to school.

This paper explores the use of the educational pilgrimage as an active learning strategy in the introductory world religions course. As we study pilgrimages from different religious traditions throughout the semester using Victor Turner as our theoretical guide, students also plan their own campus pilgrimage, paying homage to sites that help them reach their educational goals. Using student comments and my own observations, I highlight the ways in which the educational pilgrimage both affirms and raises critical questions about Turner's theory of pilgrimage. In this way, the educational pilgrimage is an opportunity for students to enhance and clarify their understanding of theory through practice. [ABSTRACT FROM AUTHOR]

Assesses the National Occupational Standards developed for the healthcare scientist in Great Britain. Objectives of the project; Determination of assessment strategy by the Assessment and Qualifications Group; Identification of different generic and key functions.

ABSTRACT: Using logistic regression to calculate odds ratios and confidence intervals, this secondary analysis determined statistically significant predictors and prevalence rates for high school students in the United States who carried a weapon, were threatened or injured with a weapon, or were involved in physical fighting on school property from 1993-1995. Geographic region, grade in school race/ethnicity, and gender were the independent variables. Data regarding school-related violence among adolescents were collected in 1993 and 1995 using the Youth Risk Behavior Survey developed and implemented by the Centers for Disease Control and Prevention. Results indicated gender, race, and grade in school were predictors of school-related violence for students in grades 9-12 from 1993 to 1995. Males were involved in violent acts more often than females. Minority students, especially Hispanics and Blacks, and students in lower grades at school participate in and are victims of violence more often than other students. (J Sch Health. 1999;69(7):264-272) [ABSTRACT FROM AUTHOR]

Assesses the occurrence of anniversary reactions in Gulf War veterans six years after the conclusion of the war. Symptoms of posttraumatic stress disorder (PTSD); Similar reports obtained from the veterans' spouses; Frequency of anniversary reactions in the medical unit.

Presents information on a study which discussed findings of a survey-based study of school leaders' attitudes and preferences for professional development in Western Australia. Background of the study; Results of the questionnaire surveys; Conclusion.

Presents a case study reporting the use of ignoring, positive reinforcement, passive restraint and time-out in the treatment of a ten-year-old girl with profound retardation. Disruptive behaviors in the classroom and home environment; Importance of collaboration between educational staff and behavioral consultants for effective behavioral interventions in school.

Examines the cytochrome bd complex in the obligately aerobic diazotroph Azotobacter vinelandii. Details on the physiology of bacterial oxygen-dependent nitrogen fixation; Structural genes for cytochrome; Nucleotide sequence of cydR; Phenotypes of cydR mutants; Qualification of cydAB mRNA levels in A. vinelandii.

Reports that deoxygenation of oxyleghaemoglobin determines the affinities for oxygen oxidase cytochrome bo as a sensitive reporter of dissolved oxygen concentration. Definition of cytochrome bd; Contents of cytochromes; Findings of photodissociation in the presence of oxygen; Results' confirmation.

Focuses on the autoregulation of nitrogenase expression in Klebsiella pneumoniae. Strains and plasmids conditions; Regulation of nitrogenase derepression by N-sub 2 fixation; Autoregulation and the MoFe protein of nitrogenase; niFfH product.

Determines the oxygen affinities of terminal oxidases in Azotobacter vinelandii using the deoxygenation of oxyleghemoglobin and oxymyoglobin. Use of cytochrome bd for respiratory protection of oxygen-labile nitrogenase; Kinetic properties f oxidases; Results of deoxygenation kinetics of oxyleghemoglobin.

Presents a look at the accomplishments of Marian Evans in the field of translation. Reference to Feuerbach's book `The Essence of Christianity' which was translated by Evans; Details on other books translated by Evans; Examination of Evan's need to balance her work with fidelity and creativity.

An analysis using case reports, laboratory records of tests for C. trachomatis, and Hospital Discharge Summary data shows that, following implementation of a chlamydia prevention program in Wisconsin in 1985, statewide declines were observed in prevalence, incidence and complications of infection. In 1990, prevalence rates among teenage women peaked at 2,794 infections per 100,00015-19-year-old females. Between 1987 and 1991 (a period of stable testing volume), the proportion of positive tests decreased in all age-groups for females (by 29-41 %) and males (by 1 0-14%), and the incidence of new infections in women decreased in clinic populations by 27%-50%. Between 1986 and 1991, hospitalization rates declined by 33% for pelvic inflammatory disease and by 20% for ectopic pregnancy. [ABSTRACT FROM AUTHOR]

Examines the oxygen affinity cytochrome bo' in Escherichia coli in the submicromolar range. Determination of apparent affinity for oxygen uptake intact cells and membranes; Spectral characterization of strains; Reliability of the deoxygenation method.

The child born today with chronic intestinal failure (IF) can expect to survive throughout childhood and into adult life even if dependent on parenteral nutrition (PN) support. The three major aetiologies of chronic IF are short bowel syndrome (SBS), intestinal dysmotility and mucosal disease. SBS is the commonest of these conditions in infancy, most frequently subsequent to resection for necrotising enterocolits (NEC). The focus of IF management is to ensure appropriate weight gain and growth whilst minimising complications (related to underlying disease as well as to PN) and aiming for intestinal autonomy. Strategies to avoid complications and aid PN weaning include early oral/enteral feed introduction, 'cycling' PN as soon as tolerated, limiting lipid infusions and discharging home on overnight PN with formally trained parents. A newer treatment for SBS is GLP-2 analogue. Multidisciplinary care in a specialist intestinal rehabilitation centre with collaboration with local professional support is key to success. [ABSTRACT FROM AUTHOR]

Suggests the use of health infomercials in teaching media literacy skills to students. Assessment criteria; Examples of student responses to the use of infomercials;Ways to use infomercials.

This participatory action research case study describes how one secondary school aimed to improve staff culture. Although pre-test data showed the school as performing consistently well in terms of their organisational health, the school chose to implement a line management intervention over 12 months to target three low-rating factors: appraisal and recognition, professional growth, and supportive leadership. Quantitative evaluation showed that while the improvement strategy had no effect on the intended targets, there were unanticipated effects on other factors. Staff reported a mixture of positive and negative effects from the intervention; however, a core issue was its impact on teachers' workloads. Participants reported burnout and stress as a consequence of school leaders driving continuous change. This case study argues that quality school improvement needs to be supported by a clear vision, with due consideration and attention to sustainable work practices. [ABSTRACT FROM AUTHOR]