Pharmacokinetics of recombinant human erythropoietin applied subcutaneously to children with chronic renal failure

The single-dose pharmacokinetics of recombinant human erythropoietin (rHuEPO) given SC was investigated in 20 patients aged 7-20 years at different stages of chronic renal failure. In a pilot study we confirmed the lower bioavailability of the drug in 2 children when given SC compared with the IV route (24% and 43%, respectively). Following administration of 4,000 units/m2, rHuEPO SC effective serum erythropoietin concentrations increased from a mean baseline level (+/- SD) of 23 +/- 13 units/l to a mean peak concentration of 265 +/- 123 units/l, which was reached after 14.3 +/- 9.4 h, followed by a slow decline until baseline values were attained at 72 h. Mean residence time was 30 +/- 9 h and mean elimination half-time 14.3 +/- 7 h. The single-dose kinetics of SC rHuEPO in children with different degrees of renal failure are comparable to those in adult patients. Possibly, the higher efficacy of SC rHuEPO in patients with renal anaemia compared with IV rHuEPO is related to its prolonged action

The Use of Polls to Enhance Formative Assessment Processes in Mathematics Classroom Discussions

This contribution addresses the theme of technology for formative assessment in the mathematics classroom and in particular the ways connected classroom technology may support formative assessment strategies in whole class activities. Design experiments have been developed through the use of a connected classroom technology by which students may share their productions, opinions, and reflections with their classmates and the teacher during or at the end of a mathematical activity. With this technology the teacher may create polls, submit them to the students, gather their answers and show the results in real time. The paper discusses how polls can be used during classroom activities to foster the activation of formative assessment strategies. As a result of the design-based research, a classification of polls according to their contents and aims is proposed. Different ways of structuring classroom discussions and patterns of formative assessment strategies, which are developed from the different types of polls, are discussed

Experiences of assessment in data and security courses using personal response systems

This paper details an experience report of two interventions which explored the use of a audience response system in summative assessment in two different ways within a conversion Masters degree programme. One course explored students understanding of topics and self-assessment of ability through small multiple-choice quizzes. The other course was based around cyber security and used the audience response system to ensure engagement with the pre-class reading material. Both interventions were designed in an attempt to encourage students to engage more effectively with the material. This paper aims to identify and contrast the ways in which the audience response system was used in assessment in higher education computing science with a view to suggesting key considerations for implementing such an intervention

Mobile phone voting for participation and engagement in a large compulsory law course

This article reports on an action-research project designed to investigate the effect of a technological intervention on the complex interactions between student engagement, participation, attendance and preparation in a large lecture delivered as part of a compulsory first-year law course, a discipline which has not been the focus of any previous study. The technology used was VotApedia, a form of mobile phone voting, and it was implemented in tandem with constructivist pedagogies such as explicit pre-reading and a prior context of interactive lecturing. Data were collected through observation, via mobile phone voting in class and by an online survey designed to specifically explore the relationship between attendance at VotApedia lectures and factors such as self-reported engagement, attendance and preparation. The findings indicated that student response systems (SRSs) are just as applicable to more Humanities-style disciplines which require divergent questioning, and supported complex interactions between engagement, attendance and preparation. Preliminary findings indicated that, although more work needs to be done, especially on the types of students who prefer to use these systems, there is a clear potential to increase student engagement in large law lectures through the use of SRSs.Chad Habel, Matthew Stubb

Soil measurements during HAPEX-Sahel intensive observation period

This article describes measurements made at each site and for each vegetation cover as part of the soils program for the HAPEX-Sahel regional scale experiment. The measurements were based on an initial sampling scheme and included profile soil water content, surface soil water content, soil water potential, infiltration rates, additional measurements on core samples, and grain size analysis. The measurements were used to categorize the state of the surface and profile soil water regimes during the experiment and to derive functional relationships for the soil water characteristic curve, unsaturated hydraulic conductivity function, and infiltration function. Sample results for different supersites and different vegetation covers are presented showing soil water profiles and total soil water storage on days corresponding to the experimental ‘Golden Days’. Sample results are also presented for spatial and temporal distribution of surface moisture content and infiltration tests. The results demonstrate that the major experimental objective of monitoring the supersites during the most rapid vegetative growth stage with the largest change of the surface energy balance following the rainy season was very nearly achieved. Separation of the effects of probable root activity and drainage of the soil profile is possible. The potential for localized advection between the bare soil and vegetation strips of the tiger bush sites is demonstrate

Examining the effects of social media in co-located classrooms: A case study based on SpeakUp

The broad availability of mobile computing devices has prompted the apparition of social media applications that support teaching and learning. However, so far, there is conflicting evidence as to whether the benefits such applications provide in terms of engagement and interaction, outweigh their potential cost as a source of distraction. To help in clarifying these issues, the present paper presents a case study on the impact of using SpeakUp (an app aimed at promoting student participation through anonymous chatrooms) in an authentic face-to-face learning scenario. Concretely, we focus on the connection between SpeakUp and the student engagement, distraction, social interaction, and the influence of the teachers' style. Our findings highlight that SpeakUp favored students' engagement and social interaction, but they also point towards its limitations in keeping students communicating about content relevant to the course