Significant Individuals - Oxfordshire

This resource has been collated for use as a starting point for framing a local study around an individual and/or an important site. It aims to support teachers with delivering the National Curriculum primary history programmes of study (DfE, 2013) in relation to local history and significant individuals

Exploration of putative endothelial progenitor cells in cells mobilised by granulocyte colony stimulating factor

Identification of circulating endothelial progenitor cells (EPC), which share a common precursor with haematopoietic progenitor cells (HPC), the haemangioblast, has generated considerable interest in isolating, characterising and expanding them for clinical use. There is no definitive phenotype of EPC but there appears to be two main types, the CD14+ monocyte derived early EPC and the CD34+ derived endothelial outgrowth cell (EOC). These populations differ in their proliferative potential and appear quite distinct, though their function in vasculogenesis is debated. Potential sources of such cells include peripheral blood, bone marrow and umbilical cord blood. Peripheral blood stem cell (PBSC) transplantation is the paradigm of adult stem cell therapy. It relies on the use of granulocyte colony stimulating factor (G-CSF) to mobilise HPC from the bone marrow. With EPC and HPC sharing common origins it has been suggested that G-CSF mobilised peripheral blood would be an excellent source of EPC for clinical use. This work centres on the identification of EPC in G-CSF mobilised peripheral blood.G-CSF mobilised and non mobilised peripheral blood samples were obtained at a number of time points from autologous and allogeneic donors referred for PBSC collection using GCSF, given alone or sequentially with chemotherapy. We consistently demonstrated marked reductions in early EPC following the administration of G-CSF, using standard commercially available colony assays (CFU-EPC), which is reversible within a month of G-CSF treatment. We have also been unable to generate EOC from mobilised blood samples. Our goal has been to resolve why, when EPC are contained within the bone marrow, that we cannot find evidence of their mobilisation together with HPC following G-CSF.A series of experiments were performed in order to exclude technical factors as potential influences on CFU-EPC formation in mobilised blood. Flow cytometric analysis showed clear changes in the proportions of leukocyte subpopulations in MNC obtained from whole blood samples following G-CSF. We have explored the influence of cellular factors on CFUEPC formation and present evidence that CD66b+ granulocytes affect CFU-EPC. We have identified phenotypic differences between CD34 positive cells mobilised with G-CSF and CD34 positive cells present in umbilical cord blood, another potential source of CD34 positive cells for clinical use. We believe that these differences contribute to the failure of EOC development in mobilised blood. We have yet to resolve why we are unable to generate CFU-EPC or EOC from mobilised blood but using these results we are moving to explore other areas including G-CSF induced alterations of cell adhesion molecules expressed by CD14+ monocytes

Building An Identity : Two Noblewomen In England 1566-1666

BUILDING AN IDENTITY is a broad based study of the monuments which two female patrons built from 1566 to 1666. It probes the impulse to commemorate, considers why memorials took the form that they did, and takes account of the social conventions which provided a framework for the behaviour of these patrons. Their reasons for commemoration provided a key to the comprehension of funeral monuments, whose forms and epitaphs went beyond remembering the worthy dead with a memorial, to a quite specific view of the deceased, which served these patrons' purposes of promoting their own identities in eternal stone in the public spaces of churches. The patronage of several monuments by Elizabeth Cooke, annotated with copious epitaphs, offered a repeated opportunity to observe the thinking behind her commemoration of members of her family. Visual evidence was greatly extended by substantial documentation of her career. Repeated expenditure on monuments by this woman called for an external perspective on her behaviour by investigation of the purposes of another patron. This was provided by Anne Clifford, who set up an even longer series of monuments, extending her commemoration from family to lower ranking people who were significant in sustaining her perception of her own identity. Because both patrons of multiple monuments were women, and so far as it is now possible to establish, these were the only female patrons of long series of memorials in England at this period, the study investigated gender status to find out how their patronage fell within accepted female practice and how they extended the domestic roles assigned to high ranking Englishwomen. This study of their lives and commissions showed these women to be assuming head of family functions, through which they claimed high rank for themselves, which was only marginally affected by their consciousness of inferior female gender

The Co-evolution of an Accessible but Secure Virtual Space for Collaborative Activities

This paper describes, analyses and interprets a research and development process taking place over several years concerning the evolution of a socio-technical system. By ‘sociotechnical system’ we mean a dynamic system that is socio-culturally situated and involves both human activity and technical elements. The system design, that is the focus of this research, brings together the human and technical dynamics of the intricate and highly engaging processes of effective collaboration. In particular, an investigation of the various integrated elements of the socio-technical system has provide us with the insight and confidence to build a virtual environment that actually supports innovative collaborative activitie

Blending Complexity and Activity Frameworks for a Broader and Deeper Understanding of IS

A new age of significance and opportunity for Information Systems (IS) is upon us driven by current developments in the use of digital artifacts. In this paper we endeavor to make sense of contemporary IS, as well as possible future directions of IS, by bringing together the notions of complexity and activity within two theoretical frameworks, namely the Cynefin framework and contemporary uses of Activity Theory. We describe activity as a holistic unit of analysis within the Complicated and Complex Domains of the Cynefin framework. This will enable us to make sense of tool-mediated IS activities in those Domains. Our proposed research philosophy blends these frameworks to support new thinking about IS that impacts on our choices of research methods, the way we apply them and the way we modify them as the world we study evolves into an uncertain future context

Women’s Understanding of the Effects of Domestic Abuse: The Impact on Their Identity, Sense of Self and Resilience. A Grounded Theory Approach

Research on women who have experienced domestic abuse indicates that they feel marginalized; stigma, shame and fear about the response of services stop women from seeking the support they need. The current study aimed to explore the unique perspectives of women who have experienced domestic abuse in order to gain an understanding of their experiences, their perceived identity, sense of self and resilience. Interviews were conducted with eight women who had experienced domestic abuse and transcripts were analysed using grounded theory methodology. Findings indicated that domestic abuse had a significant impact on the women interviewed. In particular, the ongoing relationship the women had with their abusive partner, due to contact with the children, served to perpetuate their identity as an abused woman. The study also found, however, that the women were able to utilise resources that increased their resilience. They were striving for a normal life, prioritising their role as a mother and attempting to reconstruct their own identity through the assumption of new roles

Just a pile of stones? : Exploring the Rollright Stones as part of your Stone Age to Iron Age study

Those teaching the Stone Age to Iron Age will be aware that the range of sources can be seen as rather narrow, largely because of the absence of written records. It often means resorting to artefacts and archeological remains. This article explores one stone site and how it can be used as an effective resource for teaching and learning pre-history in Key Stage 2

The revised EYFS Framework – exploring ‘Past and Present’

This article explores the changes to the Early Years Foundation Stage framework, which will become statutory from September 2021. In particular, there is a consideration of the new Early Learning Goal 'Past and Present' which is situated with the area of learning: Understanding the World

Where Are You To Night?

Photograph of Helen Crawfordhttps://scholarsjunction.msstate.edu/cht-sheet-music/10957/thumbnail.jp

Teaching on insecure foundations? Pre-service teachers in England’s perceptions of the wider curriculum subjects in primary schools

Subject marginalisation is an on-going concern across the primary education sector, particularly for the arts and humanities. This poses issues for pre-service teacher partnerships and for higher education institutions (HEIs) evaluating the role of subjects within their teacher training courses as they reform their curricula to prepare students to teach across diverse educational contexts. Through the interpretation of student voice, we disseminate a case study with primary initial teacher education (ITE) students that investigates learner perceptions of their training in under-represented foundation subjects. Emerging themes include tensions between university and school-based practices, and between curriculum models, together with the need to develop student adaptability and self-direction. The authors propose that if ITE students explore and take on the dispositions of changemakers, they will become equipped with the self-efficacy and adaptability needed to develop secure bases for teaching foundation subjects as they begin their careers