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Consumption of fresh apples can cause allergy in susceptible individuals. A competitive enzyme-linked immunosorbent assay (ELISA) has been developed to determine Mal d 1 levels in apple pulp using a monoclonal antibody (BIP-1). The ELISA was able to rank ten cultivars according to their Mal d 1 content (between 3.8 and 72.5 mug/g pulp). For the first time, it has been demonstrated that growing conditions and postharvest storage, using three different treatments over a 5 month period in 2 consecutive years, increase Mal d 1 expression at a translational and transcriptional level (3.5- and 8.5-fold under controlled atmosphere storage). Expression of three major Mal d 1 isoforms was observed by real-time polymerase chain reaction over the 5 month storage period, and Mal d 1.02 was the most highly expressed isoform. In conclusion, Mal d 1 gene expression was significantly increased during modified atmosphere storage. Individuals suffering from birch pollen-apple allergy syndrome might experience fewer problems consuming freshly picked apples.

conducted surveys into issues relating to the acquisition, use, management and support of Virtual Learning Environments (VLEs). A number of other studies provide information on these issues during this period. Together they provide a substantial body of evidence that allows an analysis of the factors that enhance or inhibit institutional take-up and support provision for VLEs within the UK higher education sector.There is clear evidence of increasing use of VLEs but not of widespread change in pedagogic practice. VLE management is increasingly centralised in all matters considered strategic, with dedicated devolvement occurring for a range of support activities. Differences in practice exist between old and new universities. There is in general negligible interest in standards or in institutional collaboration.

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The degree to which Open Educational Resources (OER) reflect the values of its institutional provider depends on questions of economics and the level of support amongst its academics. For project managers establishing OER repositories, the latter question-how to cultivate, nurture and maintain academic engagement-is critical. Whilst participating in the HEFCE funded institutional OER programme (2009-10), the team at the University of Exeter encountered a range of academic opinions on OER, and followed many as they rode the peaks and troughs of opportunities and challenges that this kind of work entails. This paper discusses the potential motivators for academics in providing OER material, as an understanding of these is helpful when introducing the subject to new contributors, and when informing planning decisions-both procedural and financial-so that key incentives are protected. We will also look at the reasons for some academic scepticism surrounding OER and how these views can be-if not tempered-then at least understood with a view to informing future policy. The enthusiastic advocacy that some academics possess in relation to OER is borne of their vision of its use. It is important to ensure that the high priority objective of obtaining academic support does not overlook instances where there is tension between this vision, and what can be achieved with available resources. We will discuss the key information that OER managers need in order to mitigate this scenario. OER projects do not work in isolation from internal competition and it has been essential to be sensitive to the conflicting pressures that academics have to contend with in their work profile. We will discuss the value of establishing where an OER project sits within an institution's educational and research strategies, and its financial framework, the questions to ask and the signs to spot to obtain this information, and how managers can use this knowledge to make decisions, avoid pitfalls and garner support. This will involve addressing academic initiatives and reward schemes, including a discussion of how IPR and copyright can not only present challenges but also play an important role in motivating and demonstrating academic engagement. This paper draws upon formal and informal engagement with a range of stakeholders who have been involved in the project, including the many colleagues who attended several staff development sessions.

Purpose -Educational technologists make significant contributions to the development, organisational embedding and service provision of technology-enhanced learning (TEL) environments, which are key enablers for mass access to flexible higher education (HE). Given the increasing centrality of this role, it is advocated that institutions investigate sustainable career structures for educational technologists. This paper aims to address these issues. Design/methodology/approach -The arguments are evidence-driven by the small body of research literature describing the role of educational technologists and contextualized by the experiences as academics and leaders of TEL projects in HE, including managing educational technologists. Findings -The roles of educational technologists are very diverse, requiring competencies in educational leadership, both management and technical. Their career paths, backgrounds, legitimate powers and organisational locations exhibit considerable variation. Research limitations/implications -University leaders require evidence to formulate appropriate human resource strategies and performance management strategies for educational technologists. Further empirical research to analyze current issues and future trajectories relating to their aspirations, career structures, legitimate power, management and organisational contexts is proposed. Originality/value -Given the strategic importance of educational technologists to information and communications technology-driven transformation, university leaders will require evidence to formulate appropriate human resource and performance management strategies for these key academic-related/professional staff. This paper brings together relevant literature for the first time, generates recommendations for further research and policy discussion.

The extent to which opportunities afforded by e-learning are embraced by an institution can depend in large measure on whether it is perceived as enabling and transformative or as a major and disruptive distraction. Most case studies focus on the former. This paper describes how e-learning was introduced into the latter environment. The sensitivity of competing pressures in a research intensive university substantially influenced the manner in which e-learning was promoted. This paper tells that story, from initial stealth to eventual university acknowledgement of the relevance of e-learning specifically to its own context.

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