Background: CTLA-4 (Cytotoxic T-lymphocyte-associated protein 4) was the first immune checkpoint ... more Background: CTLA-4 (Cytotoxic T-lymphocyte-associated protein 4) was the first immune checkpoint receptor clinically targeted for use in cancer treatment. It is expressed exclusively on T-cells where its primary role is to regulate the amplitude of the early stages of T-cell activation.1 Ipilimumab, a CTLA-4 blocking antibody, has been widely used for the treatment of patients with high risk and metastatic melanoma. Given its mechanism of action and consequent immune activation, the side effect profile of this drug greatly differs from that of standard cytotoxic chemotherapy. Adverse events are from the most part immune-mediated, ranging from the more common, such as rash and fatigue, to the less common, such as immune endocrinopathy and colitis. Case presentation: We describe a case of immune-mediated thrombotic thrombocytopenic purpura (TTP) in a 68 year-old woman with high risk, stage III melanoma occurring after 3 cycles of adjuvant treatment with ipilimumab as part of a clinical trial. Conclusion: The range of immune-mediated adverse events during treatment with ipilimumab is wide and varied and clinicians should have a high degree of suspicion when managing these patients.
Playtimes in English primary schools are a perennial and mainly enjoyable event. They are, howeve... more Playtimes in English primary schools are a perennial and mainly enjoyable event. They are, however, largely overlooked in educational reform and have experienced 'benign neglect'. The paper presents the findings from a research project which investigated the playtimes of primary school children. Questionnaire data gathered by pre-service teachers focused on children's views of playtimes, including the role of adults, and the children's use of playground space. Whilst generally positive about their playtimes, a minority of pupils find playtimes challenging. Pupils recognise the complexity and challenge of the social expectations of playtimes. This paper proposes that perhaps the time is right now to focus anew on playtimes to consider whether change should take place, why and how this change might be effected.
This work is licensed under a Creative Commons Attribution 3.0 Unported License Newcastle Univers... more This work is licensed under a Creative Commons Attribution 3.0 Unported License Newcastle University ePrints-eprint.ncl.ac.uk Mroz M. 'Off the radar:' the framing of speech, language and communication in the description of children with special educational needs in literacy.
In 1998, the British Government introduced the National Literacy Strategy (NLS) in all state prim... more In 1998, the British Government introduced the National Literacy Strategy (NLS) in all state primary schools (encompassing students aged 5-11) in England in a bid to raise literacy standards. A year earlier, 13 local education authorities were involved in the piloting of the project,
This paper discusses the knowledge, skills and understandings of Foundation Stage teachers in rel... more This paper discusses the knowledge, skills and understandings of Foundation Stage teachers in relation to children’s speech and language development. Results from a questionnaire to 294 teachers reveal limited initial and post qualification training. Teachers’ knowledge of specific aspects of children’s language revealed that key areas for training were centred on the identification of children who may have speech and language difficulties and speech sound development. The discussion centres on how changes to the curriculum in initial teacher training, in the consolidation of the revised Special Educational Needs Code of Practice and in the assessment requirements within the Foundation Stage may impact on teachers’ knowledge of speech and language development and on their ability to identify children who have speech and language difficulties.
ABSTRACT The recent launch of the National Literacy Strategy has been met by a wave of enthusiast... more ABSTRACT The recent launch of the National Literacy Strategy has been met by a wave of enthusiastic commentaries, but there has been a notable lack of research evidence on teachers' thinking and classroom practice. In the absence of such information, the current study set out to gather information on teachers' thinking by means of a questionnaire with regard to the implementation of the strategy as a contribution to the debate. Eighty seven teachers currently teaching the literacy hour responded. While there was a great deal of support for the NLS, the major concern of the teachers was that the literacy hour should not be regarded as the whole of the English curriculum. Concerns were also raised about the level of prescription in the programmes of study, the timescale for the implementation of the strategy and the resource implications.
This article explores the training needs in speech and language of teachers and other early years... more This article explores the training needs in speech and language of teachers and other early years educators in education settings. Results from the interviews demonstrate that practitioners have clear ideas about preferred training formats and they specifically want more training in identifying children with communication difficulties and opportunities to work more closely with speech and language therapists. The discussion explores the limitations on training faced by early educators and then goes on to demonstrate that there is potential within their policies and practice which could support them in their identification role. However, more explicit links need to be made between the particular needs of children with communication dfjiculties and the general documentation available to educators.
Meeting the recommendations of the Bercow report: The challenges and the potential within initial... more Meeting the recommendations of the Bercow report: The challenges and the potential within initial teacher education.
The study set out to investigate the impact of the official endorsement of 'interactive whole cla... more The study set out to investigate the impact of the official endorsement of 'interactive whole class teaching' on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an 'active teaching' model promoting high quality dialogue and discussion between teachers and pupils. Pupils are expected to play an active part in discussion by asking questions, contributing ideas and explaining and demonstrating their thinking to the class. Using computerized systematic classroom observation, discourse analysis of transcripts and a questionnaire, the project looked specifically at the discourse strategies currently used by a national sample of primary teachers when teaching the literacy and numeracy strategies and their perceptions of current practices. The findings suggest that traditional patterns of whole class interaction have not been dramatically transformed by the strategies. The implications of the findings for classroom pedagogy, teachers' professional development and future research priorities are considered.
Http Dx Doi Org 10 1080 03057640020004513, Jul 1, 2010
ABSTRACT The introduction of a national 'literacy hour' as part of the National L... more ABSTRACT The introduction of a national 'literacy hour' as part of the National Literacy Strategy (NLS) has been seen as a major reform to improve standards of literacy in primary schools in England. A major thrust of the reform has been the concept of 'interactive whole class teaching' which has come from the school improvement literature. However, critics argue that the concept of interactive whole class teaching is not well defined and that it mainly results in traditional whole class teaching. As a consequence of policy initiatives like the NLS, teachers are pressurised into using more directive forms of teaching with less emphasis on active learning. In order to investigate these arguments, the discourse styles of 10 teachers were intensively studied as they taught the literacy hour. The findings suggest that the endorsement of interactive whole class teaching appears to have had little effect in providing opportunities for pupils to question or explore ideas to help them regulate their own thinking. The implications of the findings for externally generated curriculum reforms like the NLS are considered together with the in-service needs of teachers who are charged with implementing such policy-led initiatives.
ABSTRACT In an earlier study of the discourse styles of 10 teachers of post-16 English from the n... more ABSTRACT In an earlier study of the discourse styles of 10 teachers of post-16 English from the northeast of England it was found that teacher-led recitation dominated the classroom discourse thereby imposing linguistic and cognitive constraints on the students. In a follow-up study, four of the teachers were coached in the use of strategies designed to break the recitation script in order to promote wider communicative and more cognitively demanding options for the students. The findings of the current study support the use of such strategies as a means of developing the quality of classroom discourse in post-16 English teaching. The need for more extensive research into teacher/student interaction is considered, together with the need for rigorous measures of quality.
Early Years an International Journal of Research and Development, Jul 1, 2010
This article draws on a research project, funded by the Nuffield Foundation, looking at early yea... more This article draws on a research project, funded by the Nuffield Foundation, looking at early years professionals' knowledge about speech and language development and their confidence and skills in assessing normal and delayed language development. Key findings, based on 829 questionnaires and 50 interviews, reveal very limited training in speech and language difficulties as part of initial training and low levels of post-qualification training in children's speech and language. Practitioners are aware of the need for early ...
Background: CTLA-4 (Cytotoxic T-lymphocyte-associated protein 4) was the first immune checkpoint ... more Background: CTLA-4 (Cytotoxic T-lymphocyte-associated protein 4) was the first immune checkpoint receptor clinically targeted for use in cancer treatment. It is expressed exclusively on T-cells where its primary role is to regulate the amplitude of the early stages of T-cell activation.1 Ipilimumab, a CTLA-4 blocking antibody, has been widely used for the treatment of patients with high risk and metastatic melanoma. Given its mechanism of action and consequent immune activation, the side effect profile of this drug greatly differs from that of standard cytotoxic chemotherapy. Adverse events are from the most part immune-mediated, ranging from the more common, such as rash and fatigue, to the less common, such as immune endocrinopathy and colitis. Case presentation: We describe a case of immune-mediated thrombotic thrombocytopenic purpura (TTP) in a 68 year-old woman with high risk, stage III melanoma occurring after 3 cycles of adjuvant treatment with ipilimumab as part of a clinical trial. Conclusion: The range of immune-mediated adverse events during treatment with ipilimumab is wide and varied and clinicians should have a high degree of suspicion when managing these patients.
Playtimes in English primary schools are a perennial and mainly enjoyable event. They are, howeve... more Playtimes in English primary schools are a perennial and mainly enjoyable event. They are, however, largely overlooked in educational reform and have experienced 'benign neglect'. The paper presents the findings from a research project which investigated the playtimes of primary school children. Questionnaire data gathered by pre-service teachers focused on children's views of playtimes, including the role of adults, and the children's use of playground space. Whilst generally positive about their playtimes, a minority of pupils find playtimes challenging. Pupils recognise the complexity and challenge of the social expectations of playtimes. This paper proposes that perhaps the time is right now to focus anew on playtimes to consider whether change should take place, why and how this change might be effected.
This work is licensed under a Creative Commons Attribution 3.0 Unported License Newcastle Univers... more This work is licensed under a Creative Commons Attribution 3.0 Unported License Newcastle University ePrints-eprint.ncl.ac.uk Mroz M. 'Off the radar:' the framing of speech, language and communication in the description of children with special educational needs in literacy.
In 1998, the British Government introduced the National Literacy Strategy (NLS) in all state prim... more In 1998, the British Government introduced the National Literacy Strategy (NLS) in all state primary schools (encompassing students aged 5-11) in England in a bid to raise literacy standards. A year earlier, 13 local education authorities were involved in the piloting of the project,
This paper discusses the knowledge, skills and understandings of Foundation Stage teachers in rel... more This paper discusses the knowledge, skills and understandings of Foundation Stage teachers in relation to children’s speech and language development. Results from a questionnaire to 294 teachers reveal limited initial and post qualification training. Teachers’ knowledge of specific aspects of children’s language revealed that key areas for training were centred on the identification of children who may have speech and language difficulties and speech sound development. The discussion centres on how changes to the curriculum in initial teacher training, in the consolidation of the revised Special Educational Needs Code of Practice and in the assessment requirements within the Foundation Stage may impact on teachers’ knowledge of speech and language development and on their ability to identify children who have speech and language difficulties.
ABSTRACT The recent launch of the National Literacy Strategy has been met by a wave of enthusiast... more ABSTRACT The recent launch of the National Literacy Strategy has been met by a wave of enthusiastic commentaries, but there has been a notable lack of research evidence on teachers' thinking and classroom practice. In the absence of such information, the current study set out to gather information on teachers' thinking by means of a questionnaire with regard to the implementation of the strategy as a contribution to the debate. Eighty seven teachers currently teaching the literacy hour responded. While there was a great deal of support for the NLS, the major concern of the teachers was that the literacy hour should not be regarded as the whole of the English curriculum. Concerns were also raised about the level of prescription in the programmes of study, the timescale for the implementation of the strategy and the resource implications.
This article explores the training needs in speech and language of teachers and other early years... more This article explores the training needs in speech and language of teachers and other early years educators in education settings. Results from the interviews demonstrate that practitioners have clear ideas about preferred training formats and they specifically want more training in identifying children with communication difficulties and opportunities to work more closely with speech and language therapists. The discussion explores the limitations on training faced by early educators and then goes on to demonstrate that there is potential within their policies and practice which could support them in their identification role. However, more explicit links need to be made between the particular needs of children with communication dfjiculties and the general documentation available to educators.
Meeting the recommendations of the Bercow report: The challenges and the potential within initial... more Meeting the recommendations of the Bercow report: The challenges and the potential within initial teacher education.
The study set out to investigate the impact of the official endorsement of 'interactive whole cla... more The study set out to investigate the impact of the official endorsement of 'interactive whole class teaching' on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an 'active teaching' model promoting high quality dialogue and discussion between teachers and pupils. Pupils are expected to play an active part in discussion by asking questions, contributing ideas and explaining and demonstrating their thinking to the class. Using computerized systematic classroom observation, discourse analysis of transcripts and a questionnaire, the project looked specifically at the discourse strategies currently used by a national sample of primary teachers when teaching the literacy and numeracy strategies and their perceptions of current practices. The findings suggest that traditional patterns of whole class interaction have not been dramatically transformed by the strategies. The implications of the findings for classroom pedagogy, teachers' professional development and future research priorities are considered.
Http Dx Doi Org 10 1080 03057640020004513, Jul 1, 2010
ABSTRACT The introduction of a national 'literacy hour' as part of the National L... more ABSTRACT The introduction of a national 'literacy hour' as part of the National Literacy Strategy (NLS) has been seen as a major reform to improve standards of literacy in primary schools in England. A major thrust of the reform has been the concept of 'interactive whole class teaching' which has come from the school improvement literature. However, critics argue that the concept of interactive whole class teaching is not well defined and that it mainly results in traditional whole class teaching. As a consequence of policy initiatives like the NLS, teachers are pressurised into using more directive forms of teaching with less emphasis on active learning. In order to investigate these arguments, the discourse styles of 10 teachers were intensively studied as they taught the literacy hour. The findings suggest that the endorsement of interactive whole class teaching appears to have had little effect in providing opportunities for pupils to question or explore ideas to help them regulate their own thinking. The implications of the findings for externally generated curriculum reforms like the NLS are considered together with the in-service needs of teachers who are charged with implementing such policy-led initiatives.
ABSTRACT In an earlier study of the discourse styles of 10 teachers of post-16 English from the n... more ABSTRACT In an earlier study of the discourse styles of 10 teachers of post-16 English from the northeast of England it was found that teacher-led recitation dominated the classroom discourse thereby imposing linguistic and cognitive constraints on the students. In a follow-up study, four of the teachers were coached in the use of strategies designed to break the recitation script in order to promote wider communicative and more cognitively demanding options for the students. The findings of the current study support the use of such strategies as a means of developing the quality of classroom discourse in post-16 English teaching. The need for more extensive research into teacher/student interaction is considered, together with the need for rigorous measures of quality.
Early Years an International Journal of Research and Development, Jul 1, 2010
This article draws on a research project, funded by the Nuffield Foundation, looking at early yea... more This article draws on a research project, funded by the Nuffield Foundation, looking at early years professionals' knowledge about speech and language development and their confidence and skills in assessing normal and delayed language development. Key findings, based on 829 questionnaires and 50 interviews, reveal very limited training in speech and language difficulties as part of initial training and low levels of post-qualification training in children's speech and language. Practitioners are aware of the need for early ...
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