Didemnin B: Comparative study and conformational approach in solution

A comparative study of isodideimnine-1 and didemnin B is presented using spcctroecopic methods, partial degradation and partial synthesis. This leads to the conclusion of the presence of a single depsipeptide, namely didemnin B, with (3S,4R,5S) isostatine instead of the previous statine residue. An attempt to determine the whole conformation in solution of didemnin B by using 2D-NMR is also described

The Mersey Estuary : sediment geochemistry

This report describes a study of the geochemistry of the Mersey estuary carried out between April 2000 and December 2002. The study was the first in a new programme of surveys of the geochemistry of major British estuaries aimed at enhancing our knowledge and understanding of the distribution of contaminants in estuarine sediments. The report first summarises the physical setting, historical development, geology, hydrography and bathymetry of the Mersey estuary and its catchment. Details of the sampling and analytical programmes are then given followed by a discussion of the sedimentology and geochemistry. The chemistry of the water column and suspended particulate matter have not been studied, the chief concern being with the geochemistry of the surface and near-surface sediments of the Mersey estuary and an examination of their likely sources and present state of contamination

Judging the impact of leadership-development activities on school practice

The nature and effectiveness of professional-development activities should be judged in a way that takes account of both the achievement of intended outcomes and the unintended consequences that may result. Our research project set out to create a robust approach that school staff members could use to assess the impact of professional-development programs on leadership and management practice without being constrained in this judgment by the stated aims of the program. In the process, we identified a number of factors and requirements relevant to a wider audience than that concerned with the development of leadership and management in England. Such an assessment has to rest upon a clear understanding of educational leadership,a clearly articulated model of practice, and a clear model of potential forms of impact. Such foundations, suitably adapted to the subject being addressed, are appropriate for assessing all teacher professional development

Vector magnetic hysteresis of hard superconductors

Critical state problems which incorporate more than one component for the magnetization vector of hard superconductors are investigated. The theory is based on the minimization of a cost functional ${\cal C}[\vec{H}(\vec{x})]$ which weighs the changes of the magnetic field vector within the sample. We show that Bean's simplest prescription of choosing the correct sign for the critical current density $J_c$ in one dimensional problems is just a particular case of finding the components of the vector $\vec{J}_c$. $\vec{J}_c$ is determined by minimizing ${\cal C}$ under the constraint $\vec{J}\in\Delta (\vec{H},\vec{x})$, with $\Delta$ a bounded set. Upon the selection of different sets $\Delta$ we discuss existing crossed field measurements and predict new observable features. It is shown that a complex behavior in the magnetization curves may be controlled by a single external parameter, i.e.: the maximum value of the applied magnetic field $H_m$.Comment: 10 pages, 9 figures, accepted in Phys. Rev.

Divergent adaptive and innate immunological responses are observed in humans following blunt trauma

<p>Abstract</p> <p>Background</p> <p>The immune response to trauma has traditionally been modeled to consist of the systemic inflammatory response syndrome (SIRS) followed by the compensatory anti-inflammatory response syndrome (CARS). We investigated these responses in a homogenous cohort of male, severe blunt trauma patients admitted to a University Hospital surgical intensive care unit (SICU). After obtaining consent, peripheral blood was drawn up to 96 hours following injury. The enumeration and functionality of both myeloid and lymphocyte cell populations were determined.</p> <p>Results</p> <p>Neutrophil numbers were observed to be elevated in trauma patients as compared to healthy controls. Further, neutrophils isolated from trauma patients had increased raft formation and phospho-Akt. Consistent with this, the neutrophils had increased oxidative burst compared to healthy controls. In direct contrast, blood from trauma patients contained decreased naïve T cell numbers. Upon activation with a T cell specific mitogen, trauma patient T cells produced less IFN-gamma as compared to those from healthy controls. Consistent with these results, upon activation, trauma patient T cells were observed to have decreased T cell receptor mediated signaling.</p> <p>Conclusions</p> <p>These results suggest that following trauma, there are concurrent and divergent immunological responses. These consist of a hyper-inflammatory response by the innate arm of the immune system concurrent with a hypo-inflammatory response by the adaptive arm.</p

Governing software: networks, databases and algorithmic power in the digital governance of public education

This article examines the emergence of &lsquo;digital governance&rsquo; in public education in England. Drawing on and combining concepts from software studies, policy and political studies, it identifies some specific approaches to digital governance facilitated by network-based communications and database-driven information processing software that are being discursively promoted in education by cross-sectoral intermediary organizations. Such intermediaries, including National Endowment for Science, Technology and the Arts, Demos, the Innovation Unit, the Education Foundation and the Nominet Trust, are increasingly seeking to participate in new digitally mediated forms of educational governance. Through their promotion of network-based pedagogies and database-driven analytics software, these organizations are seeking to delegate educational decision-making to socio-algorithmic forms of power that have the capacity to predict, govern and activate learners' capacities and subjectivities

Guía para la evaluación Nutricional

Una cuidadosa evaluación de las necesidades nutricionales de perros y gatos debe considerarse para mantener una salud óptima, como parte del tratamiento de enfermedades o para maximizar la calidad de vida en todos los animales. Por este motivo, el objetivo de esta guía de WSAVA es que se realice una evaluación nutricional y una recomendación nutricional específica en cada paciente y en cada visita. Esto será reconocido como la 5ta evaluación vital (5VA por sus siglas en inglés), siguiendo a los otros signos vitales de temperatura, pulso, respiración y evaluación del dolor que ya se tienen en cuenta en cada visita con el paciente. Realizar una breve evaluación del estado nutricional de rutina cuando se hace la historia y el examen clínico puede hacerse como parte de la revisión del paciente. Los factores de riesgo nutricionales que pueden ser identificados fácilmente por la historia clínica y el examen físico incluyen: edad (en crecimiento o adultos mayores), índice de condición corporal sub-óptimo (sobrepeso o delgado), pérdida de masa muscular, dieta atípica o casera, condiciones médicas o cambios en el apetito. Deberá hacerse una evaluación más profunda si uno o más factores han sido identificados. Esta guía provee un criterio para evaluar al animal y la dieta, y también factores clave de alimentación y ambientales. Adicionalmente se incluyen recomendaciones para interpretación, análisis y acción para que se pueda instituir un plan para optimizar el estado nutricional del animal. El cumplimiento por el dueño de las recomendaciones nutricionales requiere un trabajo conjunto del veterinario, técnicos o enfermeros veterinarios y demás personal de la clínica. Utilizar esta guía nutricional de WSAVA trabajando con el equipo en la educación nutricional continua, realizando la implementación de los protocolos apropiados y enfocándose en la comunicación con el cliente son componentes clave para alcanzar el objetivo de la evaluación del 5to signo vital

Medical graduates’ preparedness to practice: A comparison of undergraduate medical school training

Background: There is evidence that newly qualified doctors do not feel prepared to start work. This study examined views of first year Foundation doctors (F1s) regarding how prepared they felt by their undergraduate medical education for skills required during the first Foundation training year in relation to their type of training. Method: One-hundred and eighty two F1s completed a questionnaire during their first rotation of Foundation training. Analysis was conducted by type of medical school training: Problem-Based Learning (PBL), Traditional or Reformed. Results: F1s from medical schools with a PBL curriculum felt better prepared for tasks associated with communication and team working, and paperwork than graduates from the other medical school types; but the majority of F1s from all three groups felt well prepared for most areas of practice. Less than half of graduates in all three groups felt well prepared to deal with a patient with neurological/visual problems; write referral letters; understand drug interactions; manage pain; and cope with uncertainty. F1s also indicated that lack of induction or support on starting work was affecting their ability to work in some areas. Conclusions: Whilst F1s from medical schools with a PBL curriculum did feel better prepared in multiple areas compared to graduates from the other medical school types, specific areas of unpreparedness related to undergraduate and postgraduate medical training were identified across all F1s. These areas need attention to ensure F1s are optimally prepared for starting work

Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age

Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verbalization behaviors plays in modern theories of cognitive development and working memory, there has been only one other published near replication of this work. In this Registered Replication Report, we relied on researchers from 17 labs who contributed their results to a larger and more comprehensive sample of children. We assessed memory performance and the presence or absence of verbalization behaviors of young children at different ages and determined that the original pattern of findings was largely upheld: Older children were more likely to verbalize, and their memory spans improved. We confirmed that 5- and 6-year-old children who verbalized recalled more than children who did not verbalize. However, unlike Flavell et al., substantial proportions of our 5- and 6-year-old samples overtly verbalized at least sometimes during the picture memory task. In addition, continuous increase in overt verbalization from 7 to 10 years old was not consistently evident in our samples. These robust findings should be weighed when considering theories of cognitive development, particularly theories concerning when verbal rehearsal emerges and relations between speech and memory

Development of intuitive rules: Evaluating the application of the dual-system framework to understanding children's intuitive reasoning

This is an author-created version of this article. The original source of publication is Psychon Bull Rev. 2006 Dec;13(6):935-53 The final publication is available at www.springerlink.com Published version: http://dx.doi.org/10.3758/BF0321390