Objective To assess the cancer risk in children and adolescents following exposure to low dose ionising radiation from diagnostic computed tomography (CT) scans.

Despite recognition of acute respiratory distress syndrome in both falciparum and vivax malaria, disease-related changes in pulmonary function have not been defined, and underlying mechanisms are not well understood. Respiratory symptoms, pulmonary function, pulmonary phagocytic cell activity, and longitudinal changes were examined in 26 adults with uncomplicated falciparum, vivax, and ovale malaria after treatment. Self-limiting cough occurred in both falciparum (36%) and vivax or ovale (53%) malaria. In infection with each malaria species, admission measures of airflow and gas transfer were lower than predicted, and mean lung (99m)technetium-sulfur-colloid uptake was significantly increased. Changes were most evident in falciparum malaria, with treatment resulting in initial worsening of airflow obstruction and gas transfer. Altered pulmonary function in malaria is common and includes airflow obstruction, impaired ventilation, impaired gas transfer, and increased pulmonary phagocytic activity, and its occurrence in both vivax and falciparum malaria suggests that there may be common underlying inflammatory mechanisms.

Nasal douches are more effective in distributing irrigation solution to the maxillary sinus and frontal recess. This should be the method of choice for irrigating these areas.

Despite the increased interest in research impact, there is very little empirical evidence that educational research can inform practice directly, and furthermore, a body of literature which suggests that this is, in principle, impossible. This paper reports on a study in which secondary school teachers were given research findings about teaching gifted and talented students, and were supported, over a 12‐month period, to incorporate findings into action research projects of their own devising. A theoretical framework from the research literature was used to investigate the process by which knowledge generated from research, was transformed into teachers’ pedagogical knowledge, thereby influencing the curriculum, pedagogy and provision for these students. Evidence suggests that teachers transformed propositional knowledge into practical knowledge by developing their conceptual understandings; they transformed abstract, impersonal knowledge into context‐specific, personal knowledge by using cases from their previous experiences, and they transformed narrowly focused knowledge into broadly focused knowledge by imaginatively diffusing it into areas beyond those in the original research. Implications for research and practice are discussed.

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