The ability for students to work within a team environment has long been a skill set prized by most marketing educators and practitioners. What has not been altogether clear is how to best learn such skills. Some educators would argue that along with the “good,” there is truly some “bad” and “ugly” inherent in the framework many use to teach teamwork. The authors of this study focus on the use of group projects in the classroom. Results suggest that educators need to reexamine this issue to ensure that marketing students are developing both discipline-related and support skills.

Nonsteroidal antiinflammatory drugs (NSAID) are one of the most commonly used medications worldwide to inhibiting COX activity for the treatment of pain and inflammation. Their nephrotoxicity has been well documented. With the development and clinical implementation of new COX-2 inhibitors, the safety, including the effects on renal function and blood pressure, is attracting increasing attention. In the kidney, COX-2 is constitutively expressed and is highly regulated in response to alterations in intravascular volume. COX-2 metabolites have been implicated in mediation of renin release, regulation of sodium excretion and maintenance of renal blood flow. Similar to conventional NSAIDs, inhibition of COX-2 may cause edema and modest elevations in blood pressure in a minority of subjects. COX-2 inhibitors may also exacerbate preexisting hypertension or interfere with other antihypertensive drugs. Occasional acute renal failure has also been reported. Caution should be taken when COX-2 inhibitors are prescribed, especially in high-risk patients (including elderly and patients with volume depletion). Recently, agents with combined lipooxygenase/COX inhibition and agents that combine NSAIDs with a nitric oxide (NO) donor have been reported to reduce adverse renal effects.

We expand the class of holographic quantum error correcting codes by developing the notion of block perfect tensors, a wider class that includes previously defined perfect tensors. The relaxation of this constraint opens up a range of other holographic codes. We demonstrate this by introducing the self-dual CSS heptagon holographic code, based on the 7-qubit Steane code. Finally we show promising thresholds for the erasure channel by applying a straightforward, optimal erasure decoder to the heptagon code and benchmark it against existing holographic codes.

Abstract. This paper is in two main sections. The first offers a brief historical account of the involvement of overseas students in the UK University system; the second reviews the literature on student attitudes to their stay, relating this to the contemporary experiences of a small cohort of students on a postgraduate professional training course in an older university.While overseas students have traditionally been perceived as somewhat problematic, more recently, driven by economic, political and intellectual considerations, the mode of analysis has moved away from situating the cause of any problems in the students themselves, and towards exploring the relations between the needs of overseas students and the resources dedicated by universities to meeting them. Unless universities take seriously the implications of having overseas students, which include organisational and staff development issues as well as the proper adaptation of teaching methods and techniques, there is serious potential for things to go wrong. This paper contextualises and then addresses the learning needs and practical experiences of overseas students in the UK university system, straddling the literature on educational policy and process. It begins by identifying some historical milestones in policy development, showing that from the time when overseas students arrived in UK universities privately funded, with no policies either to promote or restrict their doing so and no structured concern for their welfare, we have moved to a situation where their presence reflects the economic pressures experienced by individual universities and the system as a whole.The first main section traces how this has come about, concluding that the environment in which overseas students are admitted cannot be divorced from their learning needs once here or from the manner in which universities respond to them. The equation is a difficult one: in a context in which a declining unit of resource means that almost all universities need to generate revenue independent of the funding councils, many have sought to do so by expanding overseas student intakes; the full-cost fee environment makes this strategy both attractive and competitive. The system has in consequence become increasingly pricesensitive, placing the traditional fee cartel of the older universities under intolerable strain. It is often the universities with the weakest student support structures which charge bargain basement fees, attracting academically vulnerable students unable to meet the admissions requirements of more prestigious institutions. The students themselves, however, are unlikely to grasp the complex politics of the expanded university system or the nature of the trade-off they are making between the level of course fee and the extent of support available to them;