Increased lymph node yield in colorectal cancer is not necessarily associated with a greater number of lymph node positive cancers

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Reflection on Practice, in Practice: The Discipline of Noticing

This paper outlines the use of John Mason’s Discipline of Noticing by a group of university level mathematics lecturers. We describe the aims that motivated the study, the challenges we faced in using the Discipline of Noticing to reflect on our teaching, and the progress that we have made

The Proteomics of Colorectal Cancer: Identification of a Protein Signature Associated with Prognosis

Colorectal cancer is one of the commonest types of cancer and there is requirement for the identification of prognostic biomarkers. In this study protein expression profiles have been established for colorectal cancer and normal colonic mucosa by proteomics using a combination of two dimensional gel electrophoresis with fresh frozen sections of paired Dukes B colorectal cancer and normal colorectal mucosa (n = 28), gel image analysis and high performance liquid chromatography–tandem mass spectrometry. Hierarchical cluster analysis and principal components analysis showed that the protein expression profiles of colorectal cancer and normal colonic mucosa clustered into distinct patterns of protein expression. Forty-five proteins were identified as showing at least 1.5 times increased expression in colorectal cancer and the identity of these proteins was confirmed by liquid chromatography–tandem mass spectrometry. Fifteen proteins that showed increased expression were validated by immunohistochemistry using a well characterised colorectal cancer tissue microarray containing 515 primary colorectal cancer, 224 lymph node metastasis and 50 normal colonic mucosal samples. The proteins that showed the greatest degree of overexpression in primary colorectal cancer compared with normal colonic mucosa were heat shock protein 60 (p<0.001), S100A9 (p<0.001) and translationally controlled tumour protein (p<0.001). Analysis of proteins individually identified 14-3-3β as a prognostic biomarker (χ2 = 6.218, p = 0.013, HR = 0.639, 95%CI 0.448–0.913). Hierarchical cluster analysis identified distinct phenotypes associated with survival and a two-protein signature consisting of 14-3-3β and aldehyde dehydrogenase 1 was identified as showing prognostic significance (χ2 = 7.306, p = 0.007, HR = 0.504, 95%CI 0.303–0.838) and that remained independently prognostic (p = 0.01, HR = 0.416, 95%CI 0.208–0.829) in a multivariate model

Expressive and receptive language skills in preschool children from a socially disadvantaged area

Purpose: Evidence suggests that children present with receptive language skills that are equivalent to or more advanced than expressive language skills. This profile holds true for typical and delayed language development. This study aimed to determine if such a profile existed for preschool children from an area of social deprivation and to investigate if particular language skills influence any differences found between expressive and receptive skills. Method: Data from 187 CELF P2 UK assessments conducted on preschool children from two socially disadvantaged areas in a city in southern Ireland. Result: A significant difference was found between Receptive Language Index (RLI) and Expressive Language Index (ELI) scores with Receptive scores found to be lower than Expressive scores. The majority (78.6%) of participants had a lower Receptive Language than Expressive score (RLI ELI), with very few (3.2%) having the same Receptive and Expressive scores (RLI = ELI). Scores for the Concepts and Following Directions (receptive) sub-test were significantly lower than for the other receptive sub tests, while scores for the Expressive Vocabulary sub-test were significantly higher than for the other expressive sub tests. Conclusion: The finding of more advanced expressive than receptive language skills in socially deprived preschool children is previously unreported and clinically relevant for speech-language pathologists in identifying the needs of this population

Venous thromboembolism - risk assessment tool and thromboprophylaxis policy: a national survey

Venous Thromboembolic (VTE) events in hospitalised patients are associated with significant mortality and morbidity and a major economic burden on the health service. It is well established in the literature that active implementation of a mandatory risk assessment tool and thromboprophylaxis policy reduces the incidence of hospital associated thrombosis (HAT). This study examines the utilization of a VTE risk assessment tool and thromboprophylaxis (TP) policy in Irish hospitals that manage acute admissions. A national survey was distributed to forty acute hospitals throughout Ireland. The response rate was 78% (31/40). The results showed that only 26% (n=8/31) of acute hospitals in Ireland have a local implemented TP policy. Six (75%) of these eight had a risk assessment tool in conjunction with the TP policy. All respondents who did not report to have a TP policy and risk assessment tool agreed that they should implement VTE prevention policy at their hospital. Based on the data from this survey and evidence from the effectiveness of the VTE prevention programme introduced in the United Kingdom, there is a need for a national risk assessment and thromboprophylaxis policy in Ireland. This change in practice would have the potential to prevent or reduce the morbidity and mortality associated with hospital acquired thrombosis

Hospital acquired thrombosis (HAT) prevention in an acute hospital; a single centre cross-sectional study

Evidence based guidelines are effective in reducing incidence of venous thromboembolism (VTE) which is associated with morbidly, mortality and economic burden. This study aimed to identify the proportion of inpatients who had a VTE risk assessment (RA) performed and who received thromboprophylaxis (TP), in Cork University Hospital. There was no structured RA tool at the time; information was obtained from medical and drug charts to ascertain if a RA was performed. Patients were then RA by researchers and stratified as per NICE guidelines and the proportion who received TP was calculated. One thousand and nineteen inpatients were screened. Risk was documented in 24% of cases. TP was prescribed in 43.2% of inpatients. Following application of a RA tool >80% were at high risk of VTE with low risk of bleeding with TP prescription in 46.3% of inpatients. A national collaborative effort should be encouraged to develop a standardized approach for safe RA of inpatients and prescription of TP for prevention of HAT

A year of engaging with the discipline of noticing: five mathematics lecturers' reflections

In September 2010, five mathematics lecturers set out on a professional development project with the following aim: to reflect on teaching practice using John Mason's Discipline of Noticing. At the end of the academic year, each lecturer considered her experiences of engaging with the process. In this paper, we describe the observations made and discuss the benefits and challenges of engaging with the Discipline of Noticing, namely, the benefits of a collaborative approach; the challenges of ‘noticing in the moment’ and the advantages of and difficulties with, writing brief-but-vivid accounts

Reflection on Practice, in Practice: The Discipline of Noticing

This paper outlines the use of John Mason’s Discipline of Noticing by a group of university level mathematics lecturers. We describe the aims that motivated the study, the challenges we faced in using the Discipline of Noticing to reflect on our teaching, and the progress that we have made

Reflection on Practice, in Practice: The Discipline of Noticing

This paper outlines the use of John Mason’s Discipline of Noticing by a group of university level mathematics lecturers. We describe the aims that motivated the study, the challenges we faced in using the Discipline of Noticing to reflect on our teaching, and the progress that we have made

Reflection on Practice, in Practice: The Discipline of Noticing

This paper outlines the use of John Mason’s Discipline of Noticing by a group of university level mathematics lecturers. We describe the aims that motivated the study, the challenges we faced in using the Discipline of Noticing to reflect on our teaching, and the progress that we have made