bluuebunny/crossref_metadata_2025 huggingface dataset:
[Be(OH2)4]Cl2 – Herstellung, IR‐Spektrum und Kristallstruktur
Authors: Massa Werner , Dehnicke Kurt
Published: June 2007

[Be(OH2)4]Cl2 – Preparation, IR spectrum, and Crystal Structure

Single crystals of [Be(OH2)4]Cl2 were prepared by the reaction of thionyl chloride at 20 °C with samples which result from evaporated, HCl containing, aqueous solutions of BeCl2. With excess of boiling thionyl chloride BeCl2 is formed. [Be(OH2)4]Cl2 is characterized by IR spectroscopy and by X‐ray crystal structure determination: Space group P21/c, Z = 4, lattice dimensions at 193 K: a = 653.53(5), b = 1298.15(14), c = 789.52(6) pm, β = 103.005(9)°, R1 = 0.027. The structure consists of slightly distorted tetrahedral [Be(OH2)2]2+ ions, which are connected with the chloride ions via nearly linear O–H···Cl hydrogen bonds to give a 3D network.
Synthesis and Crystal Structure of a Novel Polymeric Lead(II) Compound: [Pb2(phen)2(N3)3(ClO4)]n
Authors: Marandi Farzin , Mirtamizdoust Babak , Chantrapromma Suchada , Fun Hoong‐Kun
Published: June 2007

A 2D lead(II) coordination polymer [Pb2(phen)2(N3)3(ClO4)]n,(1) containing 1,10‐phenanthroline (phen) and two different anions, has been synthesized and characterized by elemental analysis, IR and 1H NMR spectroscopy and X‐ray crystallography. The single‐crystal X‐ray data show two different kinds of Pb2+ ions with coordination numbers of eight, Pb1 = PbN6O2 and Pb2 = PbN8, with hemidirected and holodirected structures, respectively. The supramolecular features in 1 is negiotated through the weak but directional C‐H···O and C‐H···N interactions and aromatic π–π stacking interactions.
Measuring Time Costs in Interventions Designed to Reduce Behavior Problems Among Children and Youth
Authors: Foster E. Michael , Johnson-Shelton Deborah , Taylor Ted K.
Published: June 2007

The economic evaluation of psychosocial interventions is a growing area of research. Though time costs are central to the economist's understanding of social costs, these costs generally have been ignored by prevention scientists. This article highlights the need to measure such costs and then reviews the principles economists use in valuing time. It then considers the specific time costs that often arise in interventions designed to reduce behavior problems among children and youth. These include classroom time devoted to program activities, the time of parents or other caregivers, the time of teachers (outside of the classroom), and the time of volunteers. We consider the economic principles that govern how economists value these inputs and then apply these principles to data from an evaluation of a prominent intervention in the field, the Incredible Years Program. We find that the time costs are potentially rather large and consider the implications for public policy of ignoring them.
DOES SERVICE ACCESSIBILITY REDUCE SOCIOECONOMIC DIFFERENTIALS IN MATERNITY CARE SEEKING? EVIDENCE FROM RURAL BANGLADESH
Authors: RAHMAN M. HAFIZUR , MOSLEY W. HENRY , AHMED SAIFUDDIN , AKHTER HALIDA H.
Published: June 2007

Maternal mortality is a serious public health concern in Bangladesh. However, most deaths could be prevented through proper and timely care seeking and adequate management. Unfortunately, fewer than half of pregnant women in Bangladesh seek antenatal care, and only one in eight receive delivery care from medically trained providers. The specific objectives of this research are to examine the socioeconomic differentials of maternity care seeking, and to determine whether accessibility of health services reduces the socioeconomic differentials in maternity care seeking. A multi-level logistic regression method is employed to analyse longitudinal data collected from a sample of 1019 women from all over Bangladesh. The study finds significant socioeconomic disparities in both antenatal and delivery care seeking. Service accessibility, however, significantly reduces the socioeconomic differentials in delivery care seeking. Services need to be made accessible to reduce the inequality in maternity care seeking between rich and poor, empowered and non-empowered.
Effect of niclosamide on the tegumental surface of Haplorchis taichui using scanning electron microscopy
Authors: Kumchoo K. , Wongsawad C. , Vanittanakom P. , Chai J.Y. , Rojanapaibul A.
Published: June 2007

The effect of niclosamide on the tegument of adult Haplorchis taichui (Trematoda: Heterophyidae) exposed in vitro was observed by scanning electron microscope. Adult worms were incubated in Tyrode's solution containing 0.01, 0.1, 1.0, and 10 μg ml− 1 of niclosamide for 30 min, 1, 6, 12 and 24 h. Control groups were incubated in Tyrode's solution without niclosamide and worms remained active until 24 h. In 0.01 μg ml− 1 of niclosamide, worms showed slightly active movements up to 1 h after incubation, while in 0.1 μg ml− 1 solution a few worms showed only slightly active movements after 30 min. Tegumental changes were determined by scanning electron microscopy. Swelling and blebbing of the tegument were observed on both ventral and dorsal sides. After longer periods, extensive swelling and blebbing of the tegument became more severe and there was a loss of the apical plasma membrane in some regions. Empty spine sockets occurred, and small perforations penetrated the basal lamina, followed by some lesions. Destruction of both surfaces was more pronounced on the posterior compared with the anterior regions.
Bronchiectasis and sino-nasal disease: a review
Authors: Philpott C M , McKiernan D C
Published: June 2007

The ‘one airway’ model for upper and lower respiratory tract disease is a concept gaining increasing momentum in both respiratory medicine and otorhinolaryngology. The specific common aetiology and pathophysiology of concomitant bronchiectasis and sino-nasal disease, such as chronic rhinosinusitis, are discussed here, as well as the clinical manifestations, along with a review of all the relevant literature in the field.
The snake venom metalloproteinase BaP1 induces joint hypernociception through TNF‐α and PGE2‐dependent mechanisms
Authors: Fernandes C M , de Fátima Pereira Teixeira C , Leite A C R M , Gutiérrez J M , Rocha F A C
Published: June 2007

Background and purpose:

Matrix metalloproteinases (MMPs) have been implicated in joint tissue destruction in arthritis. However, MMPs have not been assigned a role in joint pain. We investigated the ability of BaP1, a metalloproteinase from Bothrops asper snake venom, with structural homology to MMPs, to induce joint hypernociception.

Experimental approach:

Animals received intra‐articular (i.art.) BaP1. Hypernociception was assessed using the rat‐knee joint articular incapacitation test. Cell influx, prostaglandin E2 (PGE2), and TNF‐α levels were assessed in joint exudates following BaP1 injection.

Key results:

BaP1 (5 μg per joint) provoked hypernociception between 1 and 6 h after i.art. injection. Cell influx, mostly neutrophils, was maximal 3 h after BaP1 i.art. injection. BaP1 also led to increase in PGE2 and TNF‐α levels in the joint exudates. Pretreatment with either indomethacin (4 mg.kg−1 i.p.) or with an anti‐TNF‐α antiserum (i.art.) significantly inhibited both BaP1‐induced joint hypernociception and cell influx. In isolated rat peritoneal macrophages, BaP1 increased cyclooxygenase (COX)‐2 expression, while not altering that of COX‐1.

Conclusions and implications:

This is the first demonstration that a metalloproteinase promotes joint hypernociception. This effect involves local release of PGE2 and TNF‐α. BaP1‐induced increase in PGE2 is associated to increased COX‐2 expression in macrophages. Blocking PGE2 or TNF‐α inhibits BaP1‐induced hypernociception. In addition to unravelling a hitherto unknown mechanism whereby TNF blockade provides analgesia in arthritis, the data show, for the first time that MMPs are involved in inflammatory joint hypernociception and induce COX‐2 expression.

British Journal of Pharmacology (2007) 151, 1254–1261. doi:10.1038/sj.bjp.0707351
Electric field dependence of piezoelectric properties of lanthanum-modified lead-zirconate-titanate solid solutions at the phase transition via intermediate state
Authors: Ishchuk V. M. , Sobolev V. L. , Spiridonov N. A.
Published: June 2007

We present an experimental investigation of the influence of external electric field on the stability of phases in antiferroelectric substances with a small difference in the free energies of the ferroelectric and antiferroelectric states. The composition-electric-field phase diagrams with intermediate states of coexisting domains of the ferroelectric and antiferroelectric phases are obtained for lanthanum-modified lead-zirconate-titanate solid solutions. Detailed analysis of the dependences of piezoelectric material parameters on external electric field at the phase transition via an intermediate state has been performed. It is demonstrated that within the interval of existence of the intermediate state the piezoelectric material parameters can be effectively controlled by an applied electric field.
Distribution of type-B minority domains in a type-A MnAs thin layer on GaAs(001)
Authors: Takagaki Y. , Herrmann C. , Wiebicke E. , Herfort J. , Jenichen B.
Published: June 2007

We examine the statistics of the orientation of the magnetic moment in MnAs dots fabricated from an epitaxial film on GaAs(001). Magnetic-force microscopy reveals that the magnetic moment in about 6% of MnAs dots having a diameter of about 60nm and a thickness of 37nm be titled from the magnetic easy axis. The amount is consistent with the ratio of the type-A and type-B crystallographic directions of MnAs estimated from the magnetization curve of the film. The type-B minority MnAs is concluded to be distributed in the type-A matrix as islands with the lateral dimensions no more than 100nm.
Density and Vagueness in Lecturing: A Learning theory explanation?
Authors: McAleese Ray
Published: June 2007

This short note reports on two studies that examined the relationship between density and vagueness and criterion measures of independent ratings with respect to lecturing. Lectures measured as being dense were considered hard going and received relatively low ratings for overall effectiveness. Lectures with a high proportion of vague words and structures were similarly rated. An explanation in terms of learning theory suggests channel blockage and inability of the sensory receptors to recognise and assimilate inputs.
An Exploration of Students' Sense of Learning Competence
Authors: Nelson‐Jones Richard , Toner Hugh L. , Coxhead Peter
Published: June 2007

Summary There is a growing emphasis in psychology on cognitive variables that mediate feelings and action. White consistently has stressed the concept of sense of competence and, more recently, Bandura has posited the centrality of self‐efficacy in understanding human behaviour. The construction of a student sense of learning competence inventory (SLCI) is described and findings are reported on its administration to 721 first‐year university students. The majority of students felt limited sense of competence as learners. An analysis of sense of learning competence factors by faculty showed some significant differences between faculties. The validity of the SLCI is explored in relation to academic performance, achievement anxiety and study habits. Sense of competence has both evaluative and expectancy dimensions. Many students may have an inaccurate idea of their competence as learners and, hence, expectations of competence may inhibit as well as improve performance. The area of sense of learning competence is complex and suggestions are made for further research.
The Generalizability of Cross‐Moderation
Authors: Cohen Leslie , Johnson Sandra
Published: June 2007

In response to increased public interest in the question of the comparability of the various examining boards' grading standards in the same subjects, the boards have in recent years published numerous reports on their own inter‐board comparability studies.

The results of these studies have, in general, been disappointing in terms of the tentativeness of their conclusions about relative standards. This paper discusses the problems involved in attempting to compare grading standards across different examining boards, suggests reasons for the inevitable inconclusiveness of recently conducted cross‐moderation exercises, and, finally, suggests a strategy which would increase the future effectiveness of the cross‐moderation approach to comparability.

The strategy involves the application of generalizability theory to the cross‐moderation method, leading to a programme of carefully designed subject‐studies from which the relative effects of some of the known influences on grade variation can be quantified. The results of such studies would then be available for the informed planning of future routine cost‐effective cross‐moderation exercises.
The Rasch Model Still Does Not Fit
Authors: Goldstein H. , Blinkhorn Steve
Published: June 2007

Certain criticisms of the use of the Rasch model have been queried in a paper by Bryce. We argue that these criticisms not only remain valid, but are reinforced by recent research on latent trait models. In particular, Bryce fails to present a clear conceptual argument and adopts a very inefficient procedure for testing empirically the fit of the Rasch model.
Control and Consciousness in the Colleges
Authors: Walker Michael
Published: June 2007

This paper considers the socialisation of teachers through their professional training. Using a theoretical model derived from Bernstein's work on ritual, classification and framing, a comparative historical analysis is developed over three epochs, 1840 to 1875, 1960 to 1972 and 1972 to 1982. It is suggested that the mode of preparation in the first two epochs produced politically conservative teachers. However, the changes in teacher preparation consequent upon the 1972 rationalisations are thought to constitute a radical break with this tradition. It is argued that current practices in the preparing institutions in conjunction with changes in the occupational context of teaching may promote militant economic and political activity amongst teachers.
Teachers' Perceptions of Pupils' Behaviour Problems at a Comprehensive School
Authors: Kyriacou Chris , Roe Humphrey
Published: June 2007

This study sought to explore teachers' perceptions of pupils' behaviour problems at a single comprehensive school. Sixty‐four teachers at the school rated a list of 23 behaviour problems in terms of their seriousness. The findings indicated that the teachers' perceptions were dominated by disruptive behaviours, although ‘under‐achieving’ by pupils was a major cause of concern. A principal components analysis identified three major factors: problems describing aggressive and antagonistic personality traits, problems relating to difficulties in application to school work, and problems relating to difficulties with authority. A particularly interesting finding was that teachers who had previously taught in a grammar school tended to rate the behaviour problems as more serious than colleagues who had previously taught in a secondary modern school. As well as contributing to the understanding of how teachers perceive the notion of behaviour problems, these findings also have implications for staff development at the school.
Waiting for Teacher: the frequency and duration of times children spend waiting for teacher attention in infant school classrooms
Authors: West Christine , Wheldall Kevin
Published: June 2007

Following preliminary pilot studies, an observational study was carried out on the amount of time infant school children spend waiting for teacher attention during seatwork. This involved teachers and children in 20 infant classes. Each class was observed on four occasions and the number of children signalling and waiting for help was noted at the end of each successive minute. In addition, the length of time individual children spent waiting was sampled. The results showed that on average 2.66 children were waiting for assistance at any time and that this number increased as the lesson progressed. The average time spent waiting was 84 seconds. There were no appreciable differences between the numbers of boys and girls waiting. It appears, however, that children in classes whose teachers operate a queue system wait for shorter periods than in classes where hands‐up signalling is employed.
Process in Lower School Science Textbooks
Authors: Newton Douglas P. , Gott Richard
Published: June 2007

School science teaching is often criticised for being didactic and too centred on the products of science. A number of important bodies urge teachers to give more attention to science as a way of thinking and working. However, what they mean by process‐centred investigative approaches is often unclear. The content of a number of science texts claiming to support such an approach and intended for use in the lower secondary school was analysed to see how the authors interpreted the approach. In general, the authors were inclined to use practical activities as a vehicle for concept acquisition. When processes did assume a greater importance than concepts, the incidence of open‐ended investigatory work was low. Although many texts claim to give more attention to a process‐centred investigatory approach, in practice they do not seem to have broken the mould. There were also indications that science teachers themselves have inadequate notions of a process‐based approach. Such texts are, therefore, not only deficient but are misleading and may help to defeat the nascent aims of science education.
The Curriculum for English 15‐year‐old Pupils in 1984. Was There a Common Core of Subjects?
Authors: Bell John F.
Published: June 2007

In this paper, the subject uptake of the pupils who took part in the 1984 Assessment of Performance Unit (APU) Age 15 Science Survey is described. More than 200 different subject names were listed by the pupils, but more than half were studied by just a handful of pupils. The most common subjects, in descending order of frequency, were English, mathematics, geography, history, art, French, physics, biology and chemistry. The sex‐related and ability‐related differences in uptake are described for the more common subjects and for some of the commonest combinations of subjects. Detailed accounts of the uptakes of science subjects and modern foreign languages are also given.
INSET and Education for Multicultural Society: a review of the literature
Authors: Burtonwood Neil
Published: June 2007

This paper reviews the literature on the provision of in‐service education of teachers (INSET) in the area of education for multicultural society. It traces the changing emphasis from a concern with the amount and take‐up of INSET to a more qualitative analysis of the process and impact of INSET. The paper begins by updating an earlier contribution on the period immediately before and after the publication of the Swann Report. Developments in school‐focused work, especially those with an action research dimension, are noted. Specific reference is then made to racism awareness training and also the particular needs of ‘all white’ areas. Finally the training needs of teacher trainers and ethnic minority teachers are considered.
The Relative Effectiveness of Post‐16 Institutions in England (Including Assisted Places Scheme Schools)
Authors: Tymms P. B.
Published: June 2007

Abstract The relative effectiveness of comprehensive schools, Roman Catholic institutions, sixth form colleges, further education colleges and Assisted Places Scheme schools was compared by considering several different outcome measures for students on pre‐university (A level) courses within England. The outcomes were examined using multilevel models in which prior attainment, home background, gender and contextual effects were employed as co‐variates. In general the models showed a strong relationship between exam grades and prior achievement but a very weak relationship with home background. The ‘likelihood of going to university’ was also strongly related to prior achievement but ‘attitude to the institution’ was poorly predicted by academic measures. Neither of the latter two outcome measures was significantly related to socio‐economic status. Considerable variation was found between schools in their performance in individual subjects but less variation was found for whole‐school measures. Some significant effects were found relating to the type of institution attended, but the effects were generally quite small and varied across outcome measures and curriculum areas. The article concludes by questioning the basis for the Assisted Places Scheme and with a call for more effective monitoring procedures which utilise the knowledge base which has now accumulated through research into school effectiveness.
Research in Assessment: a response to Caroline Gipps
Authors: Torrance Harry
Published: June 2007

It is argued that Caroline Gipps' article in the previous issue of the British Educational Research Journal (1992) takes too fragmented and technical a view of the role of research and its relationship to policy. Specific points of disagreement are identified and the case for a more integrated approach to research in assessment is outlined.
Development of Social Skills and the Use of the Microcomputer in the Primary School Classroom1
Authors: Kutnick Peter , Marshall David
Published: June 2007

As an innovation in the primary school classroom, the microcomputer has served many uses, yet there are rarely enough machines for simultaneous use by each class member. Teachers often ask groups of pupils to undertake computer tasks with the understanding that positive benefits develop within the social context of learning. Group assignment, though, does not mean that co‐operation or effective learning will take place. Effective group work on microcomputers depends on task assignment and outcome, grouping of pupils, and social skills within pupil groups. This study selected a cognitive enrichment computer program and questioned whether training in social skills and variable group size would affect program outcome and social interaction during the task. Comparisons between a control and experimental class showed that social skills training increased co‐operative skills, task outcome/cognitive enrichment, and task oriented behaviours. Results for group size were not clear‐cut, but indicated that pairs in the experimental class were the most effective grouping, followed by threes in the experimental and control classes. Discussion considers teacher choice of task in relation to social skill training and group size.
Proof Practices and Constructs of Advanced Mathematics Students
Authors: Coe Robert , Ruthven Kenneth
Published: June 2007

Proof has traditionally been seen as an important aspect of the advanced mathematics curriculum. The study reported here examines the proof practices and constructs of a group of students educated within a ‘post‐Cockcroft’ mathematics curriculum. It finds that although, in the spirit of the reformed curriculum, students are actively involved in developing mathematical ideas, this is within a restricted mode in which ideas of enquiry have become largely instrumentalised. In particular, validation is primarily and predominantly empirical, and there is little concern for illumination and systematisation.
Stories at Work. Fictional‐Critical Writing as a Means of Professional Development
Authors: Bolton Gillie
Published: June 2007

‘Stories at Work’, or fictional‐critical writing, is an emerging discipline; it has been piloted as a means of professional enquiry. This article offers a brief description of the Stories at Work process, an account of a specific course, and a report on the ways in which it has been used as a mode of enquiry. This is followed up with a whistle‐stop tour of a range of academic discourses in order to explore and articulate a theoretical context in which Stories at Work is located.
The Market Forces? The Effect of Local Management of Schools on Special Educational Needs Provision
Authors: Vincent Carol , Evans Jennifer , Lunt Ingrid , Young Pam
Published: June 2007

This paper explores the approaches taken by local education authorities (LEAs) to the funding and organisation of provision for special educational needs (SEN) under local management of schools (LMS). LMS is seen as playing a central role in the new right's attempts to introduce market ‘realities’ into public sector organisations. It is argued that a more market‐oriented discourse, with its concomitant emphasis on individualism, is taking hold in LEAs, and this is illustrated by references to developments in special education in two case study authorities. The two LEAs respond differently to this situation. However, it is concluded that, despite these variations, LEAs are increasingly in a position where they are having to adapt to a more market‐oriented culture. One element of this is that responsibility for pupils with special needs (particularly those without statements) is increasingly becoming that of the school alone. However, arrangements for ensuring and monitoring that provision remain unclear.
Beyond the Whole School Approach: an emerging model of special needs practice and provision in mainstream secondary schools
Authors: Dyson Alan , Millward Alan , Skidmore David
Published: June 2007

During the 1980s, a consensus developed around the whole school approach as the dominant form of special needs provision in mainstream secondary schools. This consensus overlooked fundamental tensions within the approach—heightened but not caused by the 1988 Education Reform Act—particularly in respect of notions of specialness, equality and entitlement. Three case studies drawn from research by the authors suggest that schools are addressing these tensions by developing an alternative model of provision. This model continues the thrust of the whole school approach towards more individually responsive provision, but also implies a reconceptualisation of teaching and learning. The authors argue that the failure of the whole school approach to undertake such a reconceptualisation has significantly undermined its effectiveness, and invite practitioners to consider the possibilities opened up by the emerging model.
Guests Bearing Gifts: the position of student teachers in primary school classrooms
Authors: Edwards Anne
Published: June 2007

Conversations between intending early years teachers and their school‐based mentors were tape‐recorded and subjected to content analysis in order to reveal their focus and purpose. Analysis of the content of the conversations, which took place before and after sessions in which the student teachers had been working with children, indicated that both sets of participants used the conversations to limit possibilities for the failure of students while they implemented classroom tasks with pupils. Drawing on the work of Bakhtin and his collaborators, the conversations were also analysed to reveal the speech genre selected by the students as they spoke with their mentors. The analysis indicates that students were presenting themselves less as learners in their mentors' classrooms and more as fellow teachers who were positioned as polite guests in the classrooms of their mentor hosts.
Special Needs and Client Rights: the changing social and political context of special educational research
Authors: Corbett Jenny , Norwich Brahm
Published: June 2007

This paper explores the ways in which the study of special educational needs has developed and changed in the last decade and a half of policy‐making in education. It focuses upon key theoretical changes and the shift of emphasis in substantive concerns. In relation to theoretical issues, the changes have involved an increased focus upon social and political values guiding educational provision rather than on the specific explanatory disciplines of psychology and sociology. These changes can be attributed to the growth in consumer rights and parent power since the 1980s. It is argued that dichotomous thinking oversimplifies matters, whether between psychological and sociological perspectives or between the policy‐making values of inclusion and market‐driven choice. The implication of this position in terms of recent developments and their implications for future policy‐making are explored.
Promoting Sociability and Cooperation in Nursery Settings
Authors: Broadhead Pat
Published: June 2007

In this study, 11 traditional play activities available in one nursery classroom attached to a primary school were investigated for their potential in contributing towards the development of sociability and cooperation in children aged 4 years. The levels of sociability and cooperation were determined through use of an observational schedule which supported the recording of reciprocal sequences of play behaviours and discourse employed by interacting children as they engaged with individual activities. Event sampling was used. As well as revealing insights into the interactive potential of these traditionally available activities, the findings have also provided some foundation for the formulation of a developmental framework for recognising sociability and cooperation in interacting peers. Links with individual cognitive development in cooperative settings are explored with particular reference to Vygotskian theory. Some implications for the use, by practitioners, of the developmental framework in nursery settings are considered. Ongoing research applications are briefly discussed.
‘Making their Minds Up’: family dynamics of school choice
Authors: Reay Diane , Ball Stephen J.
Published: June 2007

Using data from a study of parental choice of secondary education, this paper reports and analyses the dynamics of choice‐making within families. Bernstein's work on positional and person‐oriented family types is deployed to illuminate some social class differences in choice‐making which are identified in the research sample. Some paradoxes are identified in the ‘control’ of choice within families which are related to more general processes of class socialisation and class power. The role of gender in the dynamics of choice is also discussed. The analysis highlights different forms of class engagement with the education market.
Expertise or ‘Baggage’? What Helps Inspectors to Inspect Primary Mathematics?
Authors: Millett Alison , Johnson David C.
Published: June 2007

There is an assumption that, under the Office for Standards in Education system, inspectors will, through training, learn to put aside their preferred ways of working and come to look at school practice unencumbered by ‘baggage’. Yet primary team inspectors are allocated certain subjects for inspection, based on their previous experience and, to a certain extent, their chosen preferences. The research reported here focuses on the inspection of primary mathematics and provides evidence of the potential tensions between ‘experience and expertise’, and ‘baggage’, at different levels of the inspection process. It seems that some primary inspectors are less aware of problems arising from lack of expertise than of those arising from preferences for particular teaching styles or methods. It may be the case that the greater the expertise, the more likely it is that judgements will be related to mathematical criteria, rather than merely to general teaching criteria—is this then still baggage?
A New Look at Secondary Teachers’ Conceptions of Mathematics and its Teaching
Authors: Andrews Paul , Hatch Gillian
Published: June 2007

This article describes a statistical study of secondary teachers’ conceptions of, and beliefs about, mathematics and its teaching. A questionnaire was developed from the extant literature and distributed to all teachers of mathematics in 200 secondary schools drawn from three regions of England. A factor analysis of 577 responses identified five conceptions of mathematics and five of mathematics teaching. Correlations indicated that teachers tend to possess simultaneously disparate conceptions of both mathematics and its teaching although, for most, there are dominant conceptions of mathematics manifested in (largely) commensurate beliefs about teaching. It is argued that the simultaneous possession of diverse conceptions may be a consequence of cultural and curricular ambiguities in respect of mathematics teaching in England. Some implications in respect of teachers being able to fulfil English National Curriculum requirements are discussed.
Breaking the Consensus: lifelong learning as social control
Authors: Coffield Frank
Published: June 2007

This article rejects the powerful consensus in the UK and beyond to the effect that lifelong learning is a wonder drug which, on its own, will solve a wide range of educational, social and political ills. The main features of the consensus are encapsulated in a few central tenets and their influence demonstrated by a few representative quotations. Ten key problems with the consensus are listed and this analysis·prompts the question, if the thesis is so poor, why is it so popular? Alternative visions of the learning society and of lifelong learning are then presented, including a sceptical version of lifelong learning as social control, which treats lifelong learning not as a self‐evident good but as contested terrain between employers, unions and the state. Finally, some reflections are offered on possible ways forward. Both the critique of the dominant consensus and the suggestions for policy have been shaped by the Economic and Social Research Council's Learning Society Programme and by the findings produced so far by its 14 projects.
Authentication of a physico-chemical variability index in freshwaters: Relationship with biological quality
Authors: Nirel P. M. V. , Revaclier R.
Published: June 2007

This work aims to establish a physico-chemical indicator of freshwater quality with respect to biological quality in order to facilitate the modeling of aquatic systems with a management perspective. In the context of the diversity-stability debate and relying on previous work, we proposed the hypothesis that unsteady systems which are unstable in terms of water composition are less favorable to biological diversity. We tested this hypothesis by considering the distribution of the conductivity/calcium ratio as a function of the flow with respect to the Global Biological Index based upon the determination of macroinvertebrates. We used the results obtained in rivers from the Geneva region (19 rivers, 30 sampling sites, sampled monthly for one year for physico-chemical parameters and four times a year for mean biological index determination).

In rivers (or sampling stations) with biological indexes superior to 13 (considered as not or only moderately polluted) the conductivity/calcium ratio remains stable independently of the flow, whereas in rivers (or sampling stations) presenting poor biological diversity (biological index less than 13), we observed not only changes in the conductivity/calcium ratio but also the deterioration of the stability for the given flow ranges.

The conductivity/calcium index relies on two easily measured parameters, its relationship with the flow can easily be modeled, thus allowing not only the modeling of the water quality response to watershed management, but also the determination of the critical flow ranges where inputs will have the worst impact on the biology of the receiving system. We are now in the process of applying the index to numerical modeling of the impact of urbanization on water quality in rivers from the Geneva region.
Osteoblasts promote migration and invasion of myeloma cells through upregulation of matrix metalloproteinases, urokinase plasminogen activator, hepatocyte growth factor and activation of p38 MAPK
Authors: Hecht Monica , Heider Ulrike , Kaiser Martin , Von Metzler Ivana , Sterz Jan , Sezer Orhan
Published: June 2007

Formation of osteolytic lesions is a key pathophysiological feature in multiple myeloma and results from the interaction of myeloma cells with the bone marrow microenvironment. Matrix metalloproteinases (MMPs) and plasmin may be involved in bone destruction, but their precise roles have not been clarified. Furthermore, the impact of osteoblast‐related alterations on myeloma bone disease is not well understood. We addressed this complex phenomenon by applying a coculture system between myeloma cells and osteoblasts. Osteoblasts induced expression of MMP‐1 and upregulated the expression of MMP‐2, urokinase plasminogen activator (uPA) and hepatocyte growth factor (HGF) in myeloma cells. In turn, interaction with myeloma cells led to abundant MMP‐1 expression in osteoblasts. Because MMP‐1 degrades collagen, its upregulation might represent an essential mechanism contributing to bone destruction. Cocultures using primary myeloma cells confirmed the results obtained with cell lines. The mechanisms responsible for MMP‐1 upregulation are mediated by both membrane‐bound and soluble factors, and involve the p38 mitogen‐activated protein kinase (MAPK) pathway. The interaction with osteoblasts enhances the capability of myeloma cells to transmigrate and invade through Matrigel or type I collagen. Using appropriate inhibitors, we provide evidence that these processes involve MMPs, uPA, HGF and activation of p38 MAPK.
Mannose binding lectin gene polymorphisms and asthma
Authors: Wang X. , Saito J. , Tanino Y. , Ishida T. , Fujita T. , Munakata M.
Published: June 2007

Background
Bronchial asthma is a chronic inflammatory disorder of the airways. Recently, it has been suggested that complement plays significant roles in asthma. Mannose‐binding lectin (MBL) is one of the key molecules in complement activation pathways that are associated with several infectious and immune disorders.

Subjects and method
To investigate whether MBL plays roles in asthma, we analysed MBL2 polymorphisms (allele B, H/L and Y/X) and plasma MBL levels in a Japanese adult population including 232 healthy controls and 579 asthmatics.

Results
Although there was linkage disequilibrium among the three polymorphisms, each polymorphism significantly affects serum MBL levels independently. However, there were no significant differences between asthmatics and controls in MBL2 genotype distribution and in MBL concentrations [1.47±0.07(SE) mg/L for asthmatics and 1.66±0.14 mg/L for controls, P=0.2]. MBL levels and genotype have no significant relationship with serum IgE, pulmonary functions, and the severity of asthma.

Conclusion
Although plasma MBL levels depend on the MBL2 polymorphisms, these polymorphisms and plasma MBL levels are not associated with the asthma phenotype.
Neurology in Holy Scripture
Authors: Budrys V.
Published: June 2007

This paper discusses possible neurological disorders in one of the oldest and most important monuments of human literature –‘The Holy Scriptures’. These include epilepsy, neuromuscular disorders, speech disorders, psychogenic disorders, head trauma, and subarachnoid hemorrhage. The approach to and the ‘miraculous’ healing of these ailments is discussed.
Association of phosphodiesterase 4D gene G0 haplotype and ischaemic stroke in a Greek population
Authors: Fidani L. , Clarimon J. , Goulas A. , Hatzitolios A. I. , Evans W. , Tsirogianni E. , Hardy J. , Kotsis A.
Published: June 2007

We have examined the association of phosphodiesterase 4D (PDE4D) single nucleotide polymorphism (SNP45) and microsatellite marker AC008818‐1 with ischaemic stroke, in an independent cohort of Greek patients and control individuals with no clinical manifestations of vascular disease. Significantly different distributions were observed with respect to the AC008818‐1 alleles, with allele 148 associating with an increased risk of stroke incidence, and allele 144 with a protective effect. In addition, the haplotype defined by allele 148 and G allele of SNP45 was found to be significantly increased in patients even though no statistically significant differences emerged with respect to SNP45 alone. The previously established association of a PDE4D gene haplotype with ischaemic stroke in a population from Iceland was independently confirmed in our Greek population, suggesting that PDE4D may be involved in the aetiology and pathogenesis of stroke.
Cerebral atrophy in Parkinson's disease patients with visual hallucinations
Authors: Ramírez‐Ruiz B. , Martí M.‐J. , Tolosa E. , Giménez M. , Bargalló N. , Valldeoriola F. , Junqué C.
Published: June 2007

Although visual hallucinations (VH) are relatively frequent in Parkinson's disease (PD) patients, their neural substrates are only known from neuropathological and functional magnetic resonance studies. The aim of this study was to investigate possible structural brain changes on MRI in non‐demented PD patients with VH using voxel‐based morphometry. Eighteen PD patients with VH were compared to 20 patients with PD without VH and 21 healthy controls. Compared with both controls and the non‐hallucinating PD group, PD patients with VH had grey matter volume reductions in the lingual gyrus and superior parietal lobe. Structural changes in these areas involved in higher visual processing may be important in understanding the VH and visual deficits in PD patients.
PIV Measurement of Separated Flow in a Square Channel With Streamwise Periodic Ribs on One Wall
Authors: Wang Lei , Hejcik Jiri , Sunden Bengt
Published: June 2007

In this study, particle image velocimetry (PIV) is used to investigate the physical process of separated flow in a square channel roughened with periodically transverse ribs on one wall. The ribs obstruct the channel by 15% of its height and are arranged 12 rib heights apart. The Reynolds number, based on the bulk-mean velocity and the corresponding hydraulic diameter of the channel, is fixed at 22,000. Assuming flow periodicity in the streamwise direction, the investigated domain is between two consecutive ribs. The emphasis of this study is to give some insight into the turbulence mechanism associated with separation, reattachment, and subsequent redevelopment. Results are included for mean velocity, friction coefficient, vorticity thickness, Reynolds shear stress, anisotropy parameter, and production of turbulent kinetic energy and shear stress. Based on the two-point correlation profiles, Taylor microscales are derived to reveal the sizes of the turbulence structure in the longitudinal and lateral directions. Moreover, Galilean decomposition is applied to the instantaneous velocity fields. The result shows that the separated shear layer is dominated by the large-scale, unsteady vortical structures.
Genetic Engineering for Skeletal Regenerative Medicine
Authors: Gersbach Charles A. , Phillips Jennifer E. , García Andrés J.
Published: June 2007

The clinical challenges of skeletal regenerative medicine have motivated significant advances in cellular and tissue engineering in recent years. In particular, advances in molecular biology have provided the tools necessary for the design of gene-based strategies for skeletal tissue repair. Consequently, genetic engineering has emerged as a promising method to address the need for sustained and robust cellular differentiation and extracellular matrix production. As a result, gene therapy has been established as a conventional approach to enhance cellular activities for skeletal tissue repair. Recent literature clearly demonstrates that genetic engineering is a principal factor in constructing effective methods for tissue engineering approaches to bone, cartilage, and connective tissue regeneration. This review highlights this literature, including advances in the development of efficacious gene carriers, novel cell sources, successful delivery strategies, and optimal target genes. The current status of the field and the challenges impeding the clinical realization of these approaches are also discussed.
Function of the Zinc-Finger Transcription FactorSNAI2in Cancer and Development
Authors: Cobaleda César , Pérez-Caro María , Vicente-Dueñas Carolina , Sánchez-García Isidro
Published: June 2007

Elucidation of the molecular mechanisms that underlie disease development is still a tremendous challenge for basic science, and a prerequisite to the development of new and disease-specific targeted therapies. This review focuses on the function of SNAI2, a member of the Snail family of zinc-finger transcription factors, and discusses its possible role in disease development. SNAI2 has been implicated in diseases of melanocyte development and cancer in humans. Many malignancies arise from a rare population of cells that alone have the ability to self-renew and sustain the tumor (i.e., cancer stem cells). SNAI2 controls key aspects of stem cell function in mouse and human, suggesting that similar mechanisms control normal development and cancer stem cell properties. These insights are expected to contribute significantly to the genetics of cancer and to the development of both cancer therapy and new methods for assessing treatment efficacy.
Chiral Perturbation Theory
Authors: Bernard Véronique , Meißner Ulf-G.
Published: June 2007

This review gives a brief introduction to chiral perturbation theory in its various settings. We discuss some applications of recent interest, including chiral extrapolations for lattice gauge theory.
What Do Electromagnetic Plasmas Tell Us about the Quark-Gluon Plasma?
Authors: Mrówczyński Stanisław , Thoma Markus H.
Published: June 2007

Because the quark-gluon plasma (QGP) reveals some obvious similarities to the well-known electromagnetic plasma (EMP), an accumulated knowledge on EMPs can be used in QGP studies. After discussing similarities and differences of the two systems, we present the theoretical tools used to describe the plasmas. The tools include kinetic theory, hydrodynamic approach, and diagrammatic perturbative methods. We consider collective phenomena in the plasma, with a particular emphasis on instabilities that crucially influence the temporal evolution of the system. Finally, properties of strongly coupled plasma are discussed.
Protein Turnover Via Autophagy: Implications for Metabolism
Authors: Mizushima Noboru , Klionsky Daniel J.
Published: June 2007

Autophagy is a process of cellular “self-eating” in which portions of cytoplasm are sequestered within double-membrane cytosolic vesicles termed autophagosomes. The autophagosome cargo is delivered to the lysosome, broken down, and the resulting amino acids recycled after release back into the cytosol. Autophagy occurs in all eukaryotes and can be up-regulated in response to various nutrient limitations. Under these conditions, autophagy may become essential for viability. In addition, autophagy plays a role in certain diseases, acting to prevent some types of neurodegeneration and cancer, and in the elimination of invading pathogens. We review the current information on the mechanism of autophagy, with a focus on its role in protein metabolism and intracellular homeostasis.