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The authors would like to thank the Paul Mellon Centre for British Art for granting permission to use images from their archive as the basis for the illustrations within this essay. The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link. The following essay proceeds through twenty-one visual and textual ‘scenes’ from the complex history of the art school, as a contribution to debates about its political character. The title is taken from Jacques Rancière’s (2013) Aisthesis. This is Rancière’s most sustained exposition of the ‘aesthetic regime of art’. His strategy in this book is to juxtapose ‘the event’ of an artwork against ‘the interpretive network which gives it meaning’ (2013, ix). He is specifically interested in the transition between different ‘regimes of art’. The scenes in this article map the transition from what Rancière calls the ‘representative regime’ to the ‘aesthetic regime’ on to the historical, pedagogical, ideological, and political evolution of the modern art school. These scenes roughly cover the period from the formation of the Royal Academy in 1768 to the art school protests in 1968. They also include references to the nineteenth-century UK Schools of Design, Socialist Realism, Greenbergian Modernism, Althusserian ideology critique, and the Bauhaus. This essay is a sketch leading toward a longer, non-linear, counter-history of the art school.

BackgroundA granular understanding of respiratory syncytial virus (RSV) burden in England is needed to prepare for new RSV prevention strategies. We estimated the rates of RSV hospital admissions in infants before age two in England and describe baseline characteristics.MethodsA birth cohort of all infants born between 01/03/2015 and 28/02/2017 (n=449,591) was established using Clinical Practice Research Datalink-Hospital Episode Statistics. Case cohorts included infants with an admission for 1) RSV-coded, 2) bronchiolitis-coded, 3) any respiratory tract infection (RTI)-coded ResultsThe RSV-coded/RSV-predicted case cohorts were composed of 4,813/12,694 infants (cumulative incidence: 1.1%/2.8%). Case cohort infants were more likely to have low birth weight, comorbidities and to be born during RSV season than comparative cohort infants, yet >77% were term healthy infants and >54% born before the RSV season. During the first year of life, 11.6 RSV-coded and 34.4 RSV-predicted hospitalizations occurred per 1,000 person-years. Overall, >25% of unspecified lower RTI admissions were estimated to be due to RSV.ConclusionsIn England, one in 91 infants had an RSV-coded admission, likely underestimated by ∼3-fold. Most infants were term healthy infants born before the RSV season. To decrease the total burden of RSV at the population level, immunization programs need to protect all infants.

Review of: Avant-Garde As Method: Vkhutemas and the Pedagogy of Space, 1920–1930, Anna Bokov (2020) Zurich: Park Books, 624 pp., ISBN 978-3-03860-134-0, h/bk, €58.00

To describe secondary care health care resource utilization (HCRU) for children and adolescents with atopic dermatitis (AD).This UK chart review of patients with moderate-to-severe AD was conducted in four National Health Service hospitals. Cohorts were defined by age (children 6-11 years, adolescents 12-17) at first consultation. Eligible patients were selected consecutively, starting with the most recently consulting patient. At least 12 months' data were abstracted from medical records. Data were collected on HCRU, demographics/clinical characteristics, treatment, and patient-reported outcomes.Data were abstracted for 55 patients. Most patients (80%) had severe AD at first referral, a mean (SD) of 3.2 (10.7) patient-reported flare episodes/patient/year-of-observation, and 18.5 (16.7) tests/scans/procedures/patient/year. Mean (SD) observation duration was 3.6 (1.8) years. Patients had tried mean (SD) 7.9 (5.3) treatments/patient/year of observation. Topical corticosteroids (TCS; 24.5% of prescriptions) were most frequently prescribed. Mean (SD) use of emollients/moisturizers, TCS, systemic corticosteroids, and systemic immunosuppressants was 30.9 (21.3), 21.1 (23.4), 1.7 (8.3), and 7.8 (8.2) months. There was a mean (SD) of 5.3 (2.9) consultations/patient/year-of-observation; 116 (10.7%) for flare. Most hospitalizations (87.5%) were for children; the 8/55 (15%) hospitalized patients (mean 2.0 hospitalizations/patient during observation period) spent 6.2 (SD: 5.1) nights in hospital/hospitalization. Earliest mean (SD) Children's Dermatology Life Quality Index score was 15.3 (7.2); latest was 12.9 (7.5).Children and adolescents with moderate-to-severe AD had a high HCRU burden and small changes in quality of life, indicating that current treatments may provide suboptimal AD control in most cases.

Elementary mathematics is deeply rooted in ordinary language, which in some respects anticipates and supports the learning of mathematics, but which in other respects hinders this learning. This paper explores a number of areas of arithmetic and other elementary areas of mathematics, considering for each area whether it helps or hinders the young learner: counting and larger numbers, sets and brackets, algebra and variables, zero and negation, approximation, scales and relationships, and probability. The conclusion is that ordinary language anticipates the mathematics of counting, arithmetic, algebra, variables and brackets, zero and probability; but that negation, approximation and probability are particularly problematic because mathematics demands a different way of thinking, and different mental capacity, compared with ordinary language. School teachers should be aware of the mathematics already built into language so as to build on it; and they should also be able to offer special help in the conflict zones.

This article reviews The Cambridge handbook of Systemic Functional Linguistics 978 1 107 11698 6

Cushing argues that government policy in the UK is prescriptive and encourages similar policies at school level (as reported in the press), which in turn encourage the ‘policing’ of language by school teachers. I offer an alternative reading of the evidence in which government policy, as stated in official documents, generally avoids prescriptivism, as do an unknown number of schools and school teachers; where prescriptivism persists it reflects a prescriptive culture in society, not government policy. The conclusion is that government policy is only one influence on teachers’ behaviour, so if government wants to eliminate prescriptivism it needs to take a stronger position than simply avoiding prescriptivism in its own documents. (Education, prescriptivism, policy, Britain)

This theoretical work is not an abstraction in the sense of empiricist ideology. To know is not to extract from the impurities and diversity of the real the pure essence contained in the real, as g...

Pedagogical linguistics is a two-way bridge between linguistics and education, carrying information not only from linguistics to education, but also in the other direction, where linguistics needs to explore the impact of education on language. The paper reviews the history of this bridge, and especially in the 19th and 20th centuries, arguing that the bridge worked well in the 19th but that it disintegrated in the 20th with the rise of linguistics and education as distinct research fields. The challenge for the 21st century is to rebuild it in a sustainable way.

By introducing readers to the educational turn in contemporary art, this chapter shows how contemporary artworks and exhibitions can offer educational experiences in themselves. Furthermore, that such artworks constitute a radically expanded or situated form of art teaching. I argue that educational turn art issues an important challenge to conventional methods of education which are still rooted in the classroom. The first section of this chapter surveys the art of the educational turn, demonstrating its pedagogic effects and innovations. The second section of this chapter draws on some of the lessons of these artworks, alongside some of the ideas from critical pedagogy (Dewey, 1916; Freire, 1996 [1970]; Rancière, 2010, 2009, 2004, 1999, 1991) which complement them. In conclusion, I attempt to synthesise both into the outlines of a pedagogy of the pedagogical turn, based on principles of humanism, institutional critique, and democracy.

Review of: Leap into Action: Critical Performative Pedagogies in Art and Design Education, Lee Campbell (2020) (ed.)New York: Peter Lang, 290 pp.,ISBN 978-1-43316-640-2, h/bk, £64.00

This paper reflects on a recent participatory installation by the artists’ collective @.ac, entitled Messy Democracy, as a case study to raise questions concerning the ‘distribution of the sensible’ within the neoliberal art school. The project set up a quasi-autonomous artists’ space within Hanover Project gallery 9 April–3 May, 2018 at University of Central Lancashire, Preston. This exhibition functioned as a space of collective pedagogy, co-labour and ‘dissensus’ situated in relation to the wider operation of the department of Fine Art. It also sought to operate as a critical alternative to contemporary models of the art school, rooted in notions of usefulness and romantic self-realisation, but re-structured in the service of ‘commodification’ and ‘financialisation’ in wake of the Browne Report (2010). Most importantly, Messy Democracy represented a ‘theatocractic’ ‘undercommons’ for alternate and counter-hegemonic subjectivities to emerge. However, hierarchical logics, resulting from the hegemonic ‘distribution of the sensible’ stubbornly persisted even within this nascent pedagogic democracy.

A strategy to conformationally restrain a series of GlyT1 inhibitors identified potent analogs that exhibited slowly interconverting rotational isomers. Further studies to address this concern led to a series of azetidine-based inhibitors. Compound 26 was able to elevate CSF glycine levels in vivo and demonstrated potency comparable to Bitopertin in an in vivo rat receptor occupancy study. Compound 26 was subsequently shown to enhance memory in a Novel Object Recognition (NOR) behavioral study after a single dose of 0.03 mg/kg, and in a contextual fear conditioning (cFC) study after four QD doses of 0.01–0.03 mg/kg.

The survey of grammar teaching in foreign language (FL) teaching starts in 1920 with some important government reports on the teaching of language, and ends in 2016 with another report on pedagogy in FL teaching. In between these points, we find two significant dates: 1951, when O-level and A-level were introduced as the official school-leaving qualification for 16-year olds; and 1988, when O-level and CSE were merged into the present GCSE exam. Grammar instruction was important in the 1920s, contested in the 1950s, almost dead in the 1980s, and reviving in the 2010s. These changes are linked to English teaching, undergraduate FL syllabuses, and the target population for FL teaching.

We report here the identification and optimization of a novel series of potent GlyT1 inhibitors. A ligand design campaign that utilized known GlyT1 inhibitors as starting points led to the identification of a novel series of pyrrolo[3,4- c]pyrazoles amides (21-50) with good in vitro potency. Subsequent optimization of physicochemical and in vitro ADME properties produced several compounds with promising pharmacokinetic profiles. In vivo inhibition of GlyT1 was demonstrated for select compounds within this series by measuring the elevation of glycine in the cerebrospinal fluid (CSF) of rats after a single oral dose of 10 mg/kg. Ultimately, an optimized lead, compound 46, demonstrated in vivo efficacy in a rat novel object recognition (NOR) assay after oral dosing at 0.1, 1, and 3 mg/kg.

The paper offers an analysis of pied-piping within the theoretical framework of Word Grammar. This framework combines cognitive linguistics with dependency grammar, so it assumes that the full power of domain-general cognition is available for syntax, and that syntactic structure can be conceived as a network of relations between individual words. In this network, words are related by at least two kinds of link: dependencies and ‘landmark’ links that determine word order. To handle the special characteristics of pied-piping, the analysis also includes a single special relation, ‘pipee’, which links the ‘piper’ (thewh-type word) to the word which replaces it in the landmark structure. The analysis is applied in detail to English, and then compared with previous analyses and extended to accommodate both the pied-piping with inversion found in Meso-American languages, and the boundary markers found in other languages.

Background: There is limited understanding on patterns of systemic treatment in adults with moderate-to-severe atopic dermatitis (AD) in the UK. Objective: To characterize treatment patterns in adult AD patients prescribed immunosuppressants (IMMs) in the primary care setting. Results: Six hundred and fifty-six patients with AD (6.6%) were prescribed IMM in the analysis (mean age 52.1 years; 59.1% female; age-adjusted Charlson comorbidity index 1.4). Most prevalent (>5%) conditions at baseline were depression (10.8%), contact dermatitis (10.7%), rheumatological disease (7.9%), skin/subcutaneous tissue disorders (6.4%), upper respiratory disease (5.8%), and psoriasis (5.2%). At baseline, up to 50% of patients were prescribed ≥1 IMM. During follow-up, 42.7% of patients were prescribed oral corticosteroids (OCSs), increasing in line with IMM exposure. The most commonly prescribed IMM was methotrexate (43.3%). Ciclosporin, the only approved IMM for AD, was prescribed to 16.9% of patients. Conclusions: The prevalence of comorbidities and high rate of IMM prescriptions demonstrate the impact of AD on quality of life. The frequency of OCS prescribing in AD patients treated with IMMs suggests a lack of disease control with existing therapies, and an unmet need for safe and effective targeted agents for long-term disease control.

I argue that the crucial criterion for evaluating analyses is psychological plausibility, and not parsimony, so the number of nodes isn’t important—and indeed, one version of dependency analysis recognises as many nodes as some phrase-structure analyses do. But in terms of plausibility, dependency grammar is preferable to phrase structure because the latter denies that the human mind is capable of recognising direct links (dependencies) between words.

Background Learning the skills required for open surgery is essential for trainee progression towards more advanced technical procedures. Simulation supports skill enhancement at a time when exposure to actual surgical procedures and traditional apprentice-based teaching has declined. The proliferation of smartphone and tablet devices with rich, touch sensitive displays and increasing processing power makes a compelling argument for expanding accessibility further by development of mobile virtual simulations for training on demand in any setting, at any time. We present a tablet-based mobile simulation App for educating surgical trainees in the planning and surgical procedures involved in facial lesion resection and local skin flap surgery. Methods Novel algorithms were developed and modules included in a mobile simulation App to teach concepts required for three defect reconstruction techniques: elliptical closure, bilateral advancement (H flap) and the semi-circular rotation flap, with additional resources such as videos and formal guidelines made available at relevant points in the simulation. A randomised educational trial was conducted using the mobile simulation App with 18 medical students that were divided equally into two groups: the intervention group learning using the new mobile simulation App, and a control group, undergoing traditional text-based self-study. The students were then assessed on knowledge and skills’ acquisition through an MCQ and a task analysis score. Results There was a statistically significant difference between the scores of students in the intervention group and the students in the non-intervention group in both forms of assessment, with an average multiple-choice assessment score of 62.95% points versus 56.73%, respectively (p = 0.0285), and an average task analysis score of 3.53 versus 2.58, respectively (p = 0.0139). Conclusions Touch-based simulation provided an efficient and superior method of learning three different local flap techniques for facial soft tissue reconstruction, and helped recalling steps involved in the surgery in a fluid manner that also improved task performance.

This chapter applies a cognitive theory of language—Word Grammar—to the analysis of French pronoun clitics, with default inheritance as the underlying logic. It outlines the relevant cognitive apparatus that seems to be available in general cognition, then shows in general terms how this apparatus supports autonomous morphology, default morphology, and the treatment of clitics as words realized by affixes. It then turns to French pronouns, with separate formal network analyses for enclitics, proclitics, and clitic-climbing to auxiliaries (arguing that other kinds of clitic-climbing are syntactic rather than morphosyntactic).

As Branigan & Pickering (B&P) argue, structural priming has important implications for the theory of language structure, but these implications go beyond those suggested. Priming implies a network structure, so the grammar must be a network and so must sentence structure. Instead of phrase structure, the most promising model for syntactic structure is enriched dependency structure, as in Word Grammar.