Using library impact data to inform student marketing campaigns

This article uses an evidenced based approach using the finding of the Library Impact Data Project to help market library resources to students at the University of Huddersfield. Initiatives discussed include the roving librarian, desk-top visits and Lemontree (library game). Reading list software is also used to drive usage and the marketing of these services is also discussed. Finally, the paper looks at the use of a marketing placement student in the library

The treatment of a severe ataxic dysarthria, using electropalatography. Single case study

Electropalatography has been used successfully with several client groups (Hardcastle et al 1991). Intelligibility has been improved in children with articulation difficulties as a result of cleft palate, or with dyspraxia, or long standing phonological difficulties. There has been less work with adults and a very limited amount with acquired dysarthrics (Gibbon 1997). In the majority of cases reported, there has been a degree of improvement in intelligibility (eg Goldstein et al 1994). This is not a miraculous return to "normal speech", but an improvement, often where conventional speech therapy has failed. The Canterbury and Thanet Speech and Language Therapy Department, together with the local Community Dental Department and the University of Kent Medical Electronics Research Team, have undertaken a clinical trial. The intention was to have a subject group of at least 24 adult, acquired dysarthrics, and to compare the effects of electropalatography with conventional speech and language therapy in each case. Dr Rosemarie MorganBarry acted as a Speech and Language Therapy adviser and the research was funded by SE Thames Regional Health Authority. The results of this clinical trial will be fully reported in a separate paper. This paper reports on a single case history from within the trial

Appraisal of the housing, renewal and sustainability needs of rural areas of Gateshead

Gateshead Council commissioned Sustainable Cities Research Institute (SCRI) and Banks of Wear Community Projects Ltd (BOW) to carry out a housing, renewal and sustainability appraisal of rural areas of Gateshead Borough between May and August 2006. The work involved: A desk-based review of relevant strategies and documents. A door-to-door survey of 2,342 households in Gateshead’s six rural wards (Birtley; Lamesley; Ryton, Crookhill and Stella; Crawcrook and Greenside; Chopwell and Rowlands Gill; and Whickham South and Sunniside). The survey covered approximately 10% of the 23,266 households in these wards. Consultation with residents and other key stakeholders through focus groups and interviews. This process targeted: harder to reach groups such as younger and aspiring households, people who work, older people, and recent incomers to the area; estate agents, developers and other property professionals; local shopkeepers and traders; local businesses; public sector professionals active in relevant fields such as education, leisure, social and community services; elected members; and transport providers. SCRI managed the project and delivered the desk-based review and survey, while BOW carried out the consultation with stakeholders as a sub-contractor to SCRI

The systemic response to topical Aldara treatment is mediated through direct TLR7 stimulation as Imiquimod enters the circulation

Topical application of Aldara cream, containing the Toll-like receptor 7/8 agonist Imiquimod, is a widely used mouse model for investigating the pathogenesis of psoriasis. We have previously used this model to study the effects of peripheral inflammation on the brain, and reported a brain-specific response characterised by increased transcription, infiltration of immune cells and anhedonic-like behavior. Here, we perform a more robust characterisation of the systemic response to Aldara application and find a potent but transient response in the periphery, followed by a prolonged response in the brain. Mass spectrometry analysis of plasma and brain samples identified significant levels of Imiquimod in both compartments at molar concentrations likely to evoke a biological response. Indeed, the association of Imiquimod with the brain correlated with increased Iba1 and GFAP staining, indicative of microglia and astrocyte reactivity. These results highlight the potency of this model and raise the question of how useful it is for interpreting the systemic response in psoriasis-like skin inflammation. In addition, the potential impact on the brain should be considered with regards to human use and may explain why fatigue, headaches and nervousness have been reported as side effects following prolonged Aldara use

Peripheral inflammation is associated with remote global gene expression changes in the brain

Background: Although the central nervous system (CNS) was once considered an immunologically privileged site, in recent years it has become increasingly evident that cross talk between the immune system and the CNS does occur. As a result, patients with chronic inflammatory diseases, such as rheumatoid arthritis, inflammatory bowel disease or psoriasis, are often further burdened with neuropsychiatric symptoms, such as depression, anxiety and fatigue. Despite the recent advances in our understanding of neuroimmune communication pathways, the precise effect of peripheral immune activation on neural circuitry remains unclear. Utilizing transcriptomics in a well-characterized murine model of systemic inflammation, we have started to investigate the molecular mechanisms by which inflammation originating in the periphery can induce transcriptional modulation in the brain.<p></p> Methods: Several different systemic and tissue-specific models of peripheral toll-like-receptor-(TLR)-driven (lipopolysaccharide (LPS), lipoteichoic acid and Imiquimod) and sterile (tumour necrosis factor (TNF) and 12-O-tetradecanoylphorbol-13-acetate (TPA)) inflammation were induced in C57BL/6 mice. Whole brain transcriptional profiles were assessed and compared 48 hours after intraperitoneal injection of lipopolysaccharide or vehicle, using Affymetrix GeneChip microarrays. Target gene induction, identified by microarray analysis, was validated independently using qPCR. Expression of the same panel of target genes was then investigated in a number of sterile and other TLR-dependent models of peripheral inflammation.<p></p> Results: Microarray analysis of whole brains collected 48 hr after LPS challenge revealed increased transcription of a range of interferon-stimulated genes (ISGs) in the brain. In addition to acute LPS challenge, ISGs were induced in the brain following both chronic LPS-induced systemic inflammation and Imiquimod-induced skin inflammation. Unique to the brain, this transcriptional response is indicative of peripherally triggered, interferon-mediated CNS inflammation. Similar models of sterile inflammation and lipoteichoic-acid-induced systemic inflammation did not share the capacity to trigger ISG induction in the brain.<p></p> Conclusions: These data highlight ISG induction in the brain as being a consequence of a TLR-induced type I interferon response. As considerable evidence links type I interferons to psychiatric disorders, we hypothesize that interferon production in the brain could represent an important mechanism, linking peripheral TLR-induced inflammation with behavioural changes.<p></p&gt

Threshold Concepts, LEGO Serious Play® and whole systems thinking: towards a combined methodology

This paper sets out a methodology for enhancing student and curriculum engagement with Threshold Concepts (Meyer and Land 2003; 2006) and associated notions of liminality (Land, R., Rattray, J., Vivian, P., 2014) across a range of disciplinary fields. The methodology builds closely on application techniques developed in LEGO® SERIOUS PLAY®, the evolution of which is informed by systemic views of, for example, organizational and strategic leadership, and systems theories such as Complex Adaptive Systems (Oliver and Roos, 2000). In recent years, we, and others, have adapted this methodology for use in educational settings, particularly as a vehicle for metaphorical exploration of dimensions of learning associated with professional and personal development (James, 2013; Gauntlett, 2011). Illustrating such approaches through exploratory practice undertaken with students at the University of the Arts London, we describe how they can be used to explore further dimensions of student learning: the models built in LEGO® offer mediating artefacts (Vygotsky, 1930/1978; Engeström, 1999) for mapping the epistemological terrain of a discipline, for supporting student learning of threshold concepts, and in particular for creating representative constructions to help learners negotiate liminality. The paper continues with a conceptual analysis of these experiences; through evaluating the methodology and theoretical context described, the paper suggests an emerging rationale for locating the Threshold Concepts Framework within a systems view of disciplinarity, and for using LEGO®-based activities to engage learners and practitioners with this view in potentially generative ways