How well do the theory of reasoned action and theory of planned behaviour predict intentions and attendance at screening programmes? A meta-analysis

Meta-analysis was used to quantify how well the Theories of Reasoned Action and Planned Behaviour have predicted intentions to attend screening programmes and actual attendance behaviour. Systematic literature searches identified 33 studies that were included in the review. Across the studies as a whole, attitudes had a large-sized relationship with intention, while subjective norms and perceived behavioural control (PBC) possessed medium-sized relationships with intention. Intention had a medium-sized relationship with attendance, whereas the PBC-attendance relationship was small sized. Due to heterogeneity in results between studies, moderator analyses were conducted. The moderator variables were (a) type of screening test, (b) location of recruitment, (c) screening cost and (d) invitation to screen. All moderators affected theory of planned behaviour relationships. Suggestions for future research emerging from these results include targeting attitudes to promote intention to screen, a greater use of implementation intentions in screening information and examining the credibility of different screening providers

The adenylate cyclase response to parathyroid hormone in cultured rabbit marrow fibroblastic cells.

The ability of fibroblastic cells to respond to parathyroid hormone (PTH) by an increase in adenylate cyclase activity is accepted as a characteristic of the osteogenic phenotype. Whether marrow fibroblastic cells, which have osteogenic potential when assayed in vivo, demonstrate this hormonal response when cultured in vitro has been investigated. Our study has shown a level of stimulation of adenylate cyclase activity by PTH in cultured rabbit marrow fibroblasts comparable with other osteogenic cells in vitro. The effect is seen in fibroblasts grown either from multiple colonies or from single colonies. Only a proportion of colonies had osteogenic potential in vivo assay and our results show a similar finding for the PTH response in vitro. To what degree the two parameters are expressed by the same colony has not yet been established

The adenylate cyclase response to parathyroid hormone in cultured rabbit marrow fibroblastic cells.

The ability of fibroblastic cells to respond to parathyroid hormone (PTH) by an increase in adenylate cyclase activity is accepted as a characteristic of the osteogenic phenotype. Whether marrow fibroblastic cells, which have osteogenic potential when assayed in vivo, demonstrate this hormonal response when cultured in vitro has been investigated. Our study has shown a level of stimulation of adenylate cyclase activity by PTH in cultured rabbit marrow fibroblasts comparable with other osteogenic cells in vitro. The effect is seen in fibroblasts grown either from multiple colonies or from single colonies. Only a proportion of colonies had osteogenic potential in vivo assay and our results show a similar finding for the PTH response in vitro. To what degree the two parameters are expressed by the same colony has not yet been established

The teacher perspective

As indicated in other chapters of this book, the School for Student Leadership has a focus on relationships and development or growth in understanding of self and others. Not all teachers would choose to teach in this type of school, so this chapter on the teachers’ perspective highlights some of the hopes and aspirations of the teachers working in the SSL. A number of studies within the longitudinal project have included teachers, but the study discussed in this chapter involved a mixed methods study of the 33 teachers working across the 3 campuses of the school during 2010. They were surveyed and interviewed about their perceptions of being a teacher in the SSL. The findings illustrated a genuine commitment to the principles underpinning the core moral purpose of the school and the concomitant level of involvement required to teach in such an environment. While most reported that they did not see their role as ‘teacher’ in this environment to be substantively different from original perceptions they held of themselves as teachers, there was an acknowledgement of the different emphasis that was both possible and necessary within the distinctive context of the setting