The influence of school and teaching quality on children’s progress in primary school

This report investigates the way school and classroom processes affect the cognitive progress and social/behavioural development of children between the ages of 6 (Year 1) and 10 (Year 5) in primary schools in England. The research is part of the larger longitudinal study of Effective Pre-School and Primary Education (EPPE 3-11) funded by the Department for Children, Schools and Families (DCSF) that is following children’s cognitive and social/behavioural development from ages 3 to 11 years. The EPPE 3-11 study investigates both pre-school and primary school influences on children’s attainment, progress and social/behavioural development. This report describes the results of quantitative analyses based on a subsample of 1160 EPPE children across Year 1 to 5 of primary education. The research builds on the earlier analyses of children’s Reading and Mathematics attainments and social/behavioural outcomes in Year 5 for the full EPPE 3-11 sample (see Sammons, 2007a; 2007b), by investigating relationships between children’s outcomes and measures of classroom processes, collected through direct observation of Year 5 classes in 125 focal schools chosen from the larger EPPE 3-11 data set. The analyses also explore patterns of association between children’s outcomes and broader measures of overall school characteristics derived from teacher questionnaires and Ofsted inspection reports for this sub-sample of schools

Relationships between pupils’ self-perceptions, views of primary school and their development in Year 5

The Effective Pre-school and Primary Education Project 3-11 (EPPE 3-11) is a largescale longitudinal study of the impact of pre-school and primary school on children’s developmental outcomes, both cognitive and social/behavioural. The study has been following children from the start of pre-school (at age 3 years plus) through to the end of primary school. Previous reports have focused on the educational and social/behavioural outcomes of the EPPE 3-11 sample at the end of Year 5 (age 10) and progress from the end of Year 1 (age 6) to the end of Year 5 (age 10) in primary school (Sammons et al., 2007a; 2007b). The research also explored the predictive power of a wide variety of child, parent, and family characteristics on attainment and development, including the Early years home learning environment (HLE) during the years of preschool and aspects of the later HLE during Key stage 1 of primary school (Sammons et al., 2002; 2003; Sylva et al., 2004). This research builds on earlier reports (Sammons et al., 2007a; 2007b) by investigating relationships between children’s outcomes in Year 5 and aspects of pupils’ selfperceptions and their views of primary school, measured in Year 5 (age 10) and in Year 2 (age 7) of primary school, controlling for background characteristics. These measures have been derived from a self-report instrument completed by EPPE 3-11 children. The analyses explored associations between children’s progress and development over time and their self-perceptions and views of primary school

Pupils' self-perceptions and views of primary school in year 5

The Effective Pre-School and Primary Education 3-11 (EPPE 3-11) project investigates the impact of preschool, primary school and family on a range of outcomes for a national sample of approximately 2,800 children in England between the ages of 3 and 11 years. This Research Brief presents findings on pupils’ Self-perceptions (‘Enjoyment of school’, ‘Anxiety and Isolation’, ‘Academic self-image’ and ‘Behavioural self-image’) and their views of different features of primary school (‘Teachers’ support for pupils’ learning’, ‘Headteacher qualities’ and ‘Positive social environment’) in Year 5. The analyses involved two steps: first, differences in pupils’ Self-perceptions and Views of primary school measured at Year 5 were explored, in relation to child, family and Home Learning Environment (HLE) characteristics. Second, the relationships between pupils’ Self-perceptions and their Views of primary school and educational outcomes and progress, both cognitive (Reading and Mathematics) and social/behavioural (‘Self-regulation’, ‘Hyperactivity’, ‘Pro-social’ and ‘Anti-social’ behaviour) were investigated. The analyses also explored pupils’ Self-perceptions measured at a younger age (Year 2) and how they relate to children’s later cognitive and social/behavioural outcomes in Year 5 and progress from Year 1 to Year 5

Benefits Analysis of Wind-Optimal Operations For Trans-Atlantic Flights

North Atlantic Tracks are trans-Atlantic routes across the busiest oceanic airspace in the world. This study analyzes and compares current flight-plan routes to wind-optimal routes for trans-Atlantic flights in terms of aircraft fuel burn, emissions and the associated climate impact. The historical flight track data recorded by EUROCONTROL's Central Flow Management Unit is merged with data from FAA's Enhanced Traffic Management System to provide an accurate flight movement database containing the highest available flight path resolution in both systems. The combined database is adopted for airspace simulation integrated with aircraft fuel burn and emissions models, contrail models, simplified climate response models, and a common climate metric to assess the climate impact of flight routes within the Organized Track System (OTS). The fuel burn and emissions for the tracks in the OTS are compared with the corresponding quantities for the wind-optimized routes to evaluate the potential environmental benefits of flying wind-optimal routes in North Atlantic Airspace. The potential fuel savings and reduction in emissions depend on existing inefficiencies in current flight plans, atmospheric conditions and location of the city-pairs. The potential benefits are scaled by comparing them with actual flight tests that have been conducted since 2010 between a few city-pairs in the transatlantic and trans-pacific region to improve fuel consumption and reduce the environmental impact of aviation

Dacarbazine (DTIC) versus vaccination with autologous peptide-pulsed dendritic cells (DC) in first-line treatment of patients with metastatic melanoma: a randomized phase III trial of the DC study group of the DeCOG

Background: This randomized phase III trial was designed to demonstrate the superiority of autologous peptide-loaded dendritic cell (DC) vaccination over standard dacarbazine (DTIC) chemotherapy in stage IV melanoma patients. Patients and methods: DTIC 850 mg/m2 intravenously was applied in 4-week intervals. DC vaccines loaded with MHC class I and II-restricted peptides were applied subcutaneously at 2-week intervals for the first five vaccinations and every 4 weeks thereafter. The primary study end point was objective response (OR); secondary end points were toxicity, overall (OS) and progression-free survival (PFS). Results: At the time of the first interim analysis 55 patients had been enrolled into the DTIC and 53 into the DC-arm (ITT). OR was low (DTIC: 5.5%, DC: 3.8%), but not significantly different in the two arms. The Data Safety & Monitoring Board recommended closure of the study. Unscheduled subset analyses revealed that patients with normal serum LDH and/or stage M1a/b survived longer in both arms than those with elevated serum LDH and/or stage M1c. Only in the DC-arm did those patients with (i) an initial unimpaired general health status (Karnofsky = 100) or (ii) an HLA-A2+/HLA-B44− haplotype survive significantly longer than patients with a Karnofsky index <100 (P = 0.007 versus P = 0.057 in the DTIC-arm) or other HLA haplotypes (P = 0.04 versus P = 0.57 in DTIC-treated patients). Conclusions: DC vaccination could not be demonstrated to be more effective than DTIC chemotherapy in stage IV melanoma patients. The observed association of overall performance status and HLA haplotype with overall survival for patients treated by DC vaccination should be tested in future trials employing DC vaccine

Radiosensitization by BRAF inhibitor therapy—mechanism and frequency of toxicity in melanoma patients

This study shows radiosensitization by BRAF inhibitors in clinical practice and ex vivo by fluorescence in situ hybridization of chromosomal breaks. Nevertheless, radiotherapy with concomitant BRAF inhibitor therapy is feasible with an acceptable increase in toxicity. Vemurafenib is a more potent radiosensitizer than dabrafenib in both the patient study and the ex vivo experiment

Uptake of home-based voluntary HIV testing in sub-Saharan Africa: a systematic review and meta-analysis

Improving access to HIV testing is a key priority in scaling up HIV treatment and prevention services. Home-based voluntary counselling and testing (HBT) as an approach to delivering wide-scale HIV testing is explored here

FAK acts as a suppressor of RTK-MAP kinase signalling in Drosophila melanogaster epithelia and human cancer cells

Receptor Tyrosine Kinases (RTKs) and Focal Adhesion Kinase (FAK) regulate multiple signalling pathways, including mitogen-activated protein (MAP) kinase pathway. FAK interacts with several RTKs but little is known about how FAK regulates their downstream signalling. Here we investigated how FAK regulates signalling resulting from the overexpression of the RTKs RET and EGFR. FAK suppressed RTKs signalling in Drosophila melanogaster epithelia by impairing MAPK pathway. This regulation was also observed in MDA-MB-231 human breast cancer cells, suggesting it is a conserved phenomenon in humans. Mechanistically, FAK reduced receptor recycling into the plasma membrane, which resulted in lower MAPK activation. Conversely, increasing the membrane pool of the receptor increased MAPK pathway signalling. FAK is widely considered as a therapeutic target in cancer biology; however, it also has tumour suppressor properties in some contexts. Therefore, the FAK-mediated negative regulation of RTK/MAPK signalling described here may have potential implications in the designing of therapy strategies for RTK-driven tumours