The Passing of Print

This paper argues that ephemera is a key instrument of cultural memory, marking the things intended to be forgotten. This important role means that when ephemera survives, whether accidentally or deliberately, it does so despite itself. These survivals, because they evoke all those other objects that have necessarily been forgotten, can be described as uncanny. The paper is divided into three main sections. The first situates ephemera within an uncanny economy of memory and forgetting. The second focuses on ephemera at a particular historical moment, the industrialization of print in the nineteenth century. This section considers the liminal place of newspapers and periodicals in this period, positioned as both provisional media for information as well as objects of record. The third section introduces a new configuration of technologies – scanners, computers, hard disks, monitors, the various connections between them – and considers the conditions under which born-digital ephemera can linger and return. Through this analysis, the paper concludes by considering digital technologies as an apparatus of memory, setting out what is required if we are not to be doubly haunted by the printed ephemera within the digital archive

Action research projects 2015-2016: Teachers’ reports - Royal Greenwich Teaching School Alliance

This year, with my colleague, Dr Ana Cabral from the University of Greenwich I have had the privilege of working with a group of talented teachers and a Learning Support Assistant (LSA) from schools within the Alliance who were all interested to study their own practice in order to enrich the learning of the children they teach. Ana and I wanted to introduce the group to action research. The classic work by Carr and Kemmis (1986) describe action research as being about: • the improvement of practice; • the improvement of the understanding of practice; • the improvement of the situation in which the practice takes place. It was important to us that the teachers and LSAs were as systematic as possible about the way they undertook their investigations. Teachers and LSAs are busy people and the degree to which they applied the methodology varied. The group consisted of those from a range of academic backgrounds and experiences. We discussed their aims – constructing research questions or identifying the problem they wished to solve. We introduced literature that was relevant to the focus of their study. We worked on the best ways of collecting data to inform their actions and we talked about the ethical issues of being an ‘insider-researcher’ and how to address them. We met with the group at least three times during a term and on a number of occasions we went to schools or had telephones conversations when teachers were too busy to attend. The meetings with the teachers and LSAs were fascinating. The combination of staff from secondary and primary led to exciting and fruitful professional conversations. Everyone recognised how pedagogy associated with each phase challenged and enriched the other. In some cases, the teachers invited each other into their classes and team teaching took place as a result, bringing forth further rich professional discussions. Research has informed us that the most effective forms of continuing professional development (CPD) (BERA/RSA 2014) involve: • the use of specialist advisors and external experts • collaborative enquiry and structured peer support • the opportunity to explore why things do and don’t ‘work’ • the exploration and challenging of teachers own beliefs and assumptions (p.25 – 27). ‘All the research indicates that enquiry-orientated learning is not a quick-fix, but needs to be a sustained over time to ensure that learning (for both teachers and pupils) actually takes place’. (BERA/RCA 2014: 26) The RGTSA wants to make this form of teacher-led inquiry part of the practice in their schools. We hope to continue with these powerful projects in the coming years. In this document we provide the reports from the group that describe their work. They document the processes with which they were engaged. In most cases they collected information from their own surveys or interviews and/or from reading literature in the area. They then describe the action they felt to be appropriate and conclude with a brief evaluation of the success of their projects. They all demonstrate their hard work and determination. We would like to extend our thanks to all the teachers and LSAs and the children involved and especially to Jon Curtis-Brignell who helped facilitate the projects. (Andrew Lambirth

A tutorial introduction to Bayesian inference for stochastic epidemic models using Approximate Bayesian Computation

Likelihood-based inference for disease outbreak data can be very challenging due to the inherent dependence of the data and the fact that they are usually incomplete. In this paper we review recent Approximate Bayesian Computation (ABC) methods for the analysis of such data by fitting to them stochastic epidemic models without having to calculate the likelihood of the observed data. We consider both non-temporal and temporal-data and illustrate the methods with a number of examples featuring different models and datasets. In addition, we present extensions to existing algorithms which are easy to implement and provide an improvement to the existing methodology. Finally, R code to implement the algorithms presented in the paper is available on https://github.com/kypraios/epiABC

Genome-wide association study of antidepressant treatment resistance in a population-based cohort using health service prescription data and meta-analysis with GENDEP

Antidepressants demonstrate modest response rates in the treatment of major depressive disorder (MDD). Despite previous genome-wide association studies (GWAS) of antidepressant treatment response, the underlying genetic factors are unknown. Using prescription data in a population and family-based cohort (Generation Scotland: Scottish Family Health Study; GS:SFHS), we sought to define a measure of (a) antidepressant treatment resistance and (b) stages of antidepressant resistance by inferring antidepressant switching as non-response to treatment. GWAS were conducted separately for antidepressant treatment resistance in GS:SFHS and the Genome-based Therapeutic Drugs for Depression (GENDEP) study and then meta-analysed (meta-analysis n = 4213, cases = 358). For stages of antidepressant resistance, a GWAS on GS:SFHS only was performed (n = 3452). Additionally, we conducted gene-set enrichment, polygenic risk scoring (PRS) and genetic correlation analysis. We did not identify any significant loci, genes or gene sets associated with antidepressant treatment resistance or stages of resistance. Significant positive genetic correlations of antidepressant treatment resistance and stages of resistance with neuroticism, psychological distress, schizotypy and mood disorder traits were identified. These findings suggest that larger sample sizes are needed to identify the genetic architecture of antidepressant treatment response, and that population-based observational studies may provide a tractable approach to achieving the necessary statistical power

Supportive Care During Pediatric Hematopoietic Stem Cell Transplantation : Prevention of Infections. A Report From Workshops on Supportive Care of the Paediatric Diseases Working Party (PDWP) of the European Society for Blood and Marrow Transplantation (EBMT)

Specific protocols define eligibility, conditioning, donor selection, graft composition and prophylaxis of graft vs. host disease for children and young adults undergoing hematopoietic stem cell transplant (HSCT). However, international protocols rarely, if ever, detail supportive care, including pharmaceutical infection prophylaxis, physical protection with face masks and cohort isolation or food restrictions. Supportive care suffers from a lack of scientific evidence and implementation of practices in the transplant centers brings extensive restrictions to the child's and family's daily life after HSCT. Therefore, the Board of the Pediatric Diseases Working Party (PDWP) of the European Society for Blood and Marrow Transplantation (EBMT) held a series of dedicated workshops since 2017 with the aim of initiating the production of a set of minimal recommendations. The present paper describes the consensus reached within the field of infection prophylaxis.Peer reviewe

Australia\u27s health 2002 : the eighth biennial report of the Australian Institute of Health and Welfare

Australia\u27s Health 2002 is the eighth biennial health report of the Australian Institute of Health and Welfare. It is the nation\u27s authoritative source of information on patterns of health and illness, determinants of health, the supply and use of health services, and health service costs and performance. Australia\u27s Health 2002 is an essential reference and information resource for all Australians with an interest in health

The development and learning of the visual control of movement: An ecological perspective

We compare development and learning of the visual control of movement from an ecological perspective. It is argued that although the constraints that are imposed upon development and learning are vastly different, both are best characterised as a change towards the use of more useful and specifying optic variables. Implicit learning, in which awareness is drawn away from movement execution, is most appropriate to accomplish this change in optic variable use, although its contribution in development is more contentious. Alternatively, learning can also be affected by explicit processes. We propose that explicit learning would typically invoke vision for perception processes instead of the designated vision for action processes. It is for that reason that after explicit learning performance is more easily compromised in the face of pressure or disorders. We present a way to deal with the issue of explicit learning during infancy. © 2003 Elsevier Inc. All rights reserved