Endogenous Alpha Interferon Expression in Cot Deaths

During the period January 1987 to June 1989, 100 infant deaths (64 males, 36 females) aged between 17 days and 53 weeks (mean age, 16. 4 weeks) were brought to the Pathology Department, R.H.S.C. , Glasgow for post mortem examination. A similar group of 98 infant deaths (62 males, 36 females) aged between 2 days and 63 weeks (mean age, 22.6 weeks) were examined at the Paediatric Pathology Department, R.H.S.C. , Edinburgh. These cases were categorised as suspected cot death cases using the individual pathologist's classification. Twenty seven paediatric deaths (14 males, 13 females) aged between 3 weeks and 3 years (mean age, 1.4 years) presenting with a variety of surgical disorders, mainly cardiac were investigated in parallel with the cot death group

Poster of Conference Schedule

The schedule for the day, for the first Libraries Conference Day here at Bailey/Howe

Rethinking Information Literacy in a Globalized World

As a profession, librarians have an important and unique role to play in higher education in producing information literate students equipped to be successful in a complex, twenty-first century global society. It is our contention that our guiding professional information literacy definitions and standards need to be reconsidered in order to remain relevant within the global learning context. Our preliminary conclusion is that the predominantly skills-based approach facilitated by the current ACRL Information Literacy Competency Standards for Higher Education, is not sufficient to facilitate teaching of twenty-first century deep information literacy, which we feel encompasses additional content-based engagement with the social, cultural, economic and political contexts of information access, retrieval, use, and creation. Within the global education context, the ways we may engage with such an expanded notion of information literacy and the challenges associated with this, are discussed

Feedback for future learning: delivering enhancements and evidencing impacts on the student learning experience

Enhancing the student learning experience through the provision of improved student feedback is both challenging and complex. ‘Feedback for Future Learning’ was a Glasgow Caledonian University(GCU)-wide project intended to enhance feedback practices from both the student and staff perspectives; to ensure greater awareness of, and reflection upon, feedback by students; and to encourage greater use of feedback to inform future student learning. The design, implementation and evaluation of approaches to ‘Feedback for Future Learning’ are described with an emphasis on STEM disciplines. The conceptualisation, design and implementation of a range of student feedback tools and approaches aimed to develop understanding of learning processes, reinforce learning and improve performance. This was achieved through collaboration with the GCU Students’ Association and the establishment of the University Feedback Enhancement Group. A series of generic and bespoke seminars, workshops, individual programme interventions and competitions were used to enhance comprehension of the perception, experience and use of formative and summative assessment feedback by students.   Providing opportunities for reflection and evaluation together with qualitative and quantitative metrics have demonstrated 93% satisfaction with student feedback enhancement workshops, a trebling of engagement with memorable feedback survey initiatives and a 9% increase in National Student Survey assessment and feedback satisfaction. A 16% rise in student satisfaction with the promptness of feedback, a 14% improvement in satisfaction with the detailed comments received and an 8% increase in satisfaction with the helpfulness of comments received were achieved. The lessons learned inform the continuing and sustainable enhancement of the student learning experience for STEM students and the wider University community. Keywords: Feedback, future learning, dialogue, engagement, reflection, enhancemen

Multi-causational approach to illness in young children: the role of psychological and social factors

Thesis (M.S.)--Boston Universit