Objective: To assess decleration and acceleration in the disease process in the initial phase of epsilepsy in children with new onset tonic-clonic seizures.

؉ and ␥␦ T cells from both PT21/28-and PT32-challenged calves following ex vivo restimulation with T3SPs. This study demonstrates that cattle mount cellular immune responses during colonization with EHEC O157: H7, the temporality of which is strain dependent, with further evidence of strain-specific immunomodulation.

Success in veterinary practice requires careful balancing of stakeholder needs. The aim of this study was to investigate the current expectations and needs of veterinary clients across a range of practice types. Interviews and focus groups were undertaken with veterinary clients to identify the capabilities of veterinarians that result in the best client experience, generating a 'Veterinary Capability Framework'. This comprised six main capabilities each containing 4-10 behavioural indicators: client relationships; professionalism; communication skills; decision-making and problem solving; commitment to animal welfare; and commitment to quality and the profession. An online survey was then conducted to validate the importance of these capabilities, which was completed by 1446 mostly UK and Australian clients. The data have allowed us to develop a 'Client Hierarchy of Needs' which emphasises the fundamental importance of commitment to animal welfare and veterinary capabilities to the client experience. This study is part of the VetSet2Go project, a collaborative international project to define the capabilities most important for employability and success in the veterinary profession today.

Shows that adolescent drinking varies considerably between the ages of 12 and 17, with 14 and 15-year-olds marking a key group whose members are keen to test their limits with alcohol and drink to intoxication but who do not necessarily enjoy the process of drinking. They dislike the taste of alcohol and the amount which needs to be drunk to reach intoxication. Designer drinks have particular characteristics that meet the needs of this group by minimizing the costs and maximizing the effects of drinking. The brand image of designer drinks matches the perceptions and expectations of 14 and 15-year-old drinkers, while 16 and 17-year-olds view these drinks as "immature". Furthermore, consumption of these drinks is linked to heavier drinking. Concludes that these results have implications for health promotion at an individual and environmental level, with a need to educate young people about the hazards of designer drinks, address the semiotic implications of designer drinks and lobby against these drinks.We thank Argyll and Clyde Health Board for providing access to the community health index and the interviewers and young people for collecting and providing the data. Particular thanks also go to Susan Anderson of the Centre for Social Marketing, who co-ordinated the field force. This research was funded by the Health Education Board for Scotland.Adolescent drinking -the role of designer drinks Anne Marie MacKintosh et al.

Massive open online courses (MOOCs) are freely available online courses open to anyone who registers and typically are associated with thousands or hundreds of thousands of participants. Using an established online platform, the authors created and delivered a five-week MOOC aimed primarily at prospective veterinary students, but open to anyone with an interest in finding out more about the veterinary profession in general. 11,911 people signed up for the course, and of these, 8137 interacted in some way with the course and 1716 received a certificate of completion. The majority of participants (84 per cent) were female, and there was a wide age range (under 18 to over 65). Most participants were from North America or the UK. 65 per cent of those completing the entry survey were hoping or intending to work in the vet profession in the future, while 33 per cent were not. Qualitative data indicated that the course was helpful in aiding those undecided as to whether they wanted to be a veterinarian or not to decide one way or another whether they want to pursue veterinary medicine as a career. Furthermore, the course was seen as being a useful introduction to the veterinary profession even for those who had no intention of working in the field.

Assessment literacy is increasingly recognized as an important concept to consider when developing assessment strategies for courses and programs. Assessment literacy approaches support students in their understanding of assessment expectations and help them both understand and optimize their performance in assessment. In this teaching tip, a model for assessment literacy that builds on the well-known Miller’s Pyramid model for assessment in clinical disciplines is proposed and contextualized. The model progresses thinking from assessment methods themselves to consideration of the activities that need to be built into curricula to ensure that assessment literacy is addressed at each level of the pyramid. The teaching tip provides specific examples at each of the levels. Finally, the relevance of this work to overall curriculum design is emphasized.

Sensors have been developed to measure the relevant parameters that are associated with falls of the elderly living in the community; these include mobility, transfer rate, weight and impact history. The sensor outputs are fed into a computer system together with other bio-medical factors such as age, sex, eye-sight and medication. A predictive algorithm is described which determines the likelihood of a fall; this predictive system may form the basis of a practical telecare method to enable early intervention and reduce the number of falls.

The majority of peer support programs in UK universities focus on academic support (e.g., through peer-assisted learning programs). Following student consultation, a pilot pastoral-based student peer support program was developed and implemented in a UK veterinary school. Thirty-one students were trained in the pilot year, and continued with the program to the end of the academic year (and beyond). The trainees were asked for feedback at the end of training and at the end of the year; the rest of the student body was surveyed as to their perception of the peer support program at the end of the year. Feedback from the training (N=19) was positive, with themes of enhanced self-development, improved communication skills, and bonding with other trainees. The wider student body responded (N=497) with concerns over confidentiality within a small community and distrust due to the competitive environment. Despite this, however, most students (74%) agreed that having peer support available created a supportive atmosphere, even if they did not personally plan on using the program. The paper concludes with a description of the changes being made to the program as a result of the evaluation.