A Tale of Two Cities: Community Density and African American English Vowels

Though variation in the African American Vowel System (AAVS) has been recognized in many communities throughout the US (Thomas 2007, Yaeger-Dror and Thomas 2010), the social and socio-geographic correlates of this system remain underexplored. To examine this issue, we compare front lax vowel production for fourteen young adult women between the ages of 20 and 22 from two communities in the Piedmont region of North Carolina. Durham and Chapel Hill differ both in population size and in formal measures of segregation. The African American community in Durham is both larger and more dense than the African American community in Chapel Hill. Participants also differed in their post high school activity, here called educational profile. Three participants directly entered the workforce out of high school, six attended Historical Black Colleges and Universities (HBCU), and five attended community colleges or certificate programs. While front lax vowels are raised in the AAVS, these same vowels are lowering among European Americans in the region (Dodsworth and Kohn 2012). Results indicate that Chapel Hill participants have lower BAT vowel classes than Durham participants, potentially reflecting greater participation in European American sound changes. HBCU participants do not always pattern with community cohorts and vary widely in their level of participation in the AAVS. Socio-geographic factors such as spatial segregation and community density likely contribute to differences in inter-community studies of the AAVS, but the relationship between educational profile and participation is not straight-forward

Understanding the Impact of Technology: Learner and School Level Factors

The first part of this report focuses on the factors impacting on learner performance in national tests at primary and secondary level. This was the central research question of this research. The second section focuses on teacher and learner perceptions of their own responses to learning and the learning environment. This was centred on, but not confined to, their school. The institutional structures record the level of development of the schools sampled here and investigate the use of two key technologies – interactive whiteboards and learning platform

An exploratory study into the use of lean six sigma to reduce medication errors in the Norwegian public healthcare context

PurposeMedication errors are a significant cause of injury in Norwegian hospitals. The purpose of this study is to explore how Lean Six Sigma (LSS) has been used in the Norwegian public health-care context to reduce medication errors.Design/methodology/approachA mixed method approach was used to gather data from participants working in the four regions served by the Norway health authorities. A survey questionnaire was distributed to 38 health-care practitioners and semi-structured interviews were conducted with 12 health-care practitioners.FindingsThe study finds that the implementation of LSS in the Norwegian public health-care context is still in its infancy. This is amidst several challenges faced by Norwegian hospitals such as the lack of top-management support, lack of LSS training and coaching and a lack of awareness around the benefits of LSS in health care.Research limitations/implicationsBecause of the large geographical area, it was difficult to reach participants from all health regions in Norway. However, the study managed to assess the current status of LSS implementation through the participants’ perspectives. This is a fruitful area for future research whereby an action research methodology could be used.Originality/valueTo the best of the authors’ knowledge, this is the first empirical study into the use of LSS methodology in reducing medication errors. In addition, this study is valuable for health-care practitioners and professionals as a guideline to achieve the optimal benefit of LSS implementation to reduce medication errors

CD40 Ligand Expression is Defective in a Subset of Patients with Common Variable Immunodeficiency.

Common variable immunodeficiency (CVI) is characterized by hypogammaglobulinemia and recurrent bacterial infections due to failure of CVI B cells to differentiate in vivo into immunoglobulin-secreting plasma cells. We hypothesized that T-cell dysfunction resulting in abnormal contact-mediated B-cell activation may play a prominent role in the failure of CVI B cells to produce specific antibody. We have previously shown that B-cell proliferation and IgE production after stimulation with anti-CD40 and interleukin (IL) 4 were normal in 22 CVI patients evaluated, indicating that CVI B cells respond to signals delivered via CD40. Here we report that CD40 ligand (gp39) mRNA expression by activated lymphocytes from CVI patients (n = 31) as a group was significantly depressed (P \u3c 0.0001) compared with normal controls (n = 32). gp39 mRNA expression by activated lymphocytes from 13 CVI patients fell below the normal control range. T-cell surface expression of functional gp39 protein was correspondingly low in those patients with gp39 mRNA levels below normal control range and normal in patients with gp39 mRNA levels within normal control range. In CVI patients as a group, gp39 mRNA levels correlated with IL-2 mRNA levels (P \u3c 0.002, r = 0.6) and production (P \u3c 0.001, r = 0.7) but not with gene expression or production of other lymphokines evaluated, suggesting an as-yet-undetermined association between gp39 and IL-2 gene regulation. Of the 13 patients whose activated T cells exhibited gp39 mRNA expression below the normal control range, 2 had normal T-cell-derived lymphokine production, whereas the remaining 11 exhibited broader T-cell dysfunction, resulting in IL-2 deficiency, and in some patients deficient production of other lymphokines as well, reflecting a heterogeneity in the underlying mechanisms leading to depressed gp39 expression in these patients. The observation that both gene and surface expression of gp39 by activated T cells is depressed in a subgroup of CVI patients suggests that inefficient signaling via CD40 may be responsible, in part, for failure of B-cell differentiation in these patients

Statin use and association with colorectal cancer survival and risk:Case control study with prescription data linkage

Background: In Scotland colorectal cancer (CRC) is the third most common cancer and a leading cause of cancer death. Epidemiological studies have reported conflicting associations between statins and CRC risk and there is one published report of the association between statins and CRC survival.Methods: Analysis was carried out on 309 cases and 294 controls from the Scottish Study of Colorectal Cancer (SOCCS). Cox's hazard and logistic regression models were applied to investigate the association between statin use and CRC risk and survival.Results: In an adjusted logistic regression model, statins were found to show a statistically significant association for three of the four statin variables and were found to not show a statistically significant association with either all-cause or CRC-specific mortality (OR 0.49; 95%CI 0.49-1.36; p-value = 0.17 and OR 0.33; 95%CI 0.08-1.35; P-value = 0.12, respectively).Conclusion: We did find a statistically significant association between statin intake and CRC risk but not statin intake and CRC-specific mortality. However, the study was insufficiently powered and larger scale studies may be advisable.</p

Personalising Learning

This report presents the findings of the Personalising Learning project, which was commissioned by Becta. The core aim of the project is to develop a robust model of the effective use of digital technologies for the personalising of learning. Personalising learning in this context involves the tailoring of pedagogy, curriculum and learning support to meet the needs and aspirations of individual learners irrespective of ability, culture or social status in order to nurture the unique talents of every pupil. Section 2 of this report outlines the background and aims of this research project. Section 3 traces the development of the model and the accompanying learning equation. The key concept encapsulated in this model is that of overlapping action spaces, school, teaching, personal and living spaces, in which learning occurs. These spaces are populated by the key educational stakeholders: learners, their teachers, their family and peers. In each of these spaces a range of digital technologies is available to support the learner. Section 4 is a validation of the model using evidence from field research

Emergency Meningococcal ACWY Vaccination Program for Teenagers to Control Group W Meningococcal Disease, England, 2015–2016

During the first 12 months of an emergency meningococcal ACWY vaccination program for teenagers in England, coverage among persons who left school in 2015, the first cohort to be vaccinated, was 36.6%. There were 69% fewer group W meningococcal cases than predicted by trend analysis and no cases in vaccinated teenagers