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The mission of Thompson Rivers University Open Learning (TRU-OL) can be understood in terms of three entities: the student, the faculty member and the curriculum content. Their conjuncture--when a TRU-OL student works with TRU-OL courseware and is supported by a TRU-OL faculty member--is where learning, assessment and, ultimately, credentialing take place. These three elements may form three points in a triangle, with assessment and credentialing in the centre. TRU-OL is currently exploring the results of defining these three elements differently. Instead of designating TRU-OL students, teachers and contents specifically, these elements may serve as placeholders for "any" students, "any" instructional personnel or supports, and "any" open content. These can, in theory, all be shared, opened and disaggregated among various institutions, with assessment and credentialing remaining as the principal service offered locally. The purpose of this article is to explain this model in the context of the open educational movement, to describe its various permutations and implications, and to consider some questions and objections that may arise in relation to it. The result is an updated version of similar triangular models that would interconnect student, teacher and content in pedagogical interrelationship. (Contains 5 figures and 1 note.)

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The need to provide support for the mental health needs of children and young people is not in dispute. However, there does exist confusion as to the most appropriate means and methods of providing such support. This confusion is particularly evident among those who work closely in providing daily for the mental health needs of children and young people, yet who lack specific mental health training. The confusion is heightened by the fact that those who have developed expertise in mental health cannot offer a consensual approach. This article discusses this confusion and its implications for other sectors by considering some of the theoretical and practical debates in the psychological literature concerning the most effective approaches to mental health interventions. Some commonsense recommendations from this literature for those working with children are offered.

A longitudinal study of 144 parents (65 fathers, 79 mothers) was conducted to evaluate the effectiveness of a program of intervention in relieving the psychological distress of parents affected by infant death. Participants were assessed in terms of their psychiatric disturbance, depression, anxiety, physical symptoms, dyadic adjustment, and coping strategies. The experimental group (n = 84) was offered an intervention program comprising the use of specially designed resources and contact with a trained grief worker. A control group (n = 60) was given routine community care. Parental reactions were assessed at four to six weeks postloss (prior to the implementation of the intervention program), at six months postloss, and at 15 months postloss. A series of multivariate analyses of variance revealed that the intervention was effective in reducing the distress of parents, particularly those assessed prior to the intervention as being at high-risk of developing mourning difficulties. Effects of the intervention were noted in terms of parents' overall psychiatric disturbance, marital quality, and paternal coping strategies.

Prolonged treatment with the tumor promoter 12-O-tetradecanoylphorbol 13-acetate (TPA) blocks the expression of proximal tubule-specific proteins, mRNA and enzymes by renal pig epithelial cells. The regulation of content and subcellular localization of protein kinase C (PKC) isozymes mediate the inhibitory action. TPA reduces the content of PKC-alpha and changes its subcellular localization. It increases PKC-delta levels. TPA has no effect on the content of PKC-epsilon but changes its localization.

This article examines the impact of stillbirth and infant death on parents, and the effect of various socio-demographic, pregnancy-related, and postbirth factors upon parents' grieving and adjustment. Up to a third of mothers report a serious deterioration in their physical health and psychological well-being. Care and emotional support after the loss is critical to parents' adjustment. There is a need to provide opportunities for the couple to have contact with the child. Finally, the article proposes the major elements of a program of care for couples.