An immune dysfunction score for stratification of patients with acute infection based on whole-blood gene expression.

Dysregulated host responses to infection can lead to organ dysfunction and sepsis, causing millions of global deaths each year. To alleviate this burden, improved prognostication and biomarkers of response are urgently needed. We investigated the use of whole-blood transcriptomics for stratification of patients with severe infection by integrating data from 3149 samples from patients with sepsis due to community-acquired pneumonia or fecal peritonitis admitted to intensive care and healthy individuals into a gene expression reference map.

Enhancing learning experiences.

Equine thermographer Elaine Hall wanted to improve her teaching skills so she enrolled on a course that could equip her with the skills she needed to improve her students' learning experience.

Scale-dependent loss of global form perception in strabismic amblyopia.

Amblyopic humans are known to have a range of spatial vision abnormalities. Prior studies have documented amblyopic deficits in global form perception but have typically used only one set of stimulus parameters. Our aim in this study was to examine the extent and nature of global form perception deficits in strabismic amblyopia using a range of spatial scales and pattern types.

Noise in schools: a holistic approach to the issue.

Much of the research evidence relating to the physical learning environment of schools is inconclusive, contradictory or incomplete. Nevertheless, within this confusing area, research from a number of disciplines, using a range of methodologies, points to the negative impact of noise on students' learning. In this paper, drawing on our systematic review of learning environments we review the weight of evidence in relation to noise, considering what implications the results of these studies have for the design and use of learning spaces in schools.

Joined-up working' between early years professionals and speech and language therapists: moving beyond 'normal' roles.

This paper draws on research conducted for the Nuffield Foundation (Mroz et at, 2002) which looked at the knowledge, skills and confidence of early years professionals in relation to young children's speech and language development. Key findings from the project are reported in relation to the efficacy of initial and post-qualification training in preparing professionals for the identification and support of children with communication problems. The discussion centres around early years practitioners' experiences of working with speech and language therapists and the needs which they expressed, both for inter-professional training and for modes of working together.