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The author reflects on the issue of providing people with disabilities access to outdoor recreation areas and public spaces in Great Britain. He cites that it is the main topic at the seminar "Accessible Outdoor Recreation" to be held by the Countryside Recreation Network in November 2008. He states that the Disability Discrimination Act (DDA) urged many activities focusing on providing countryside and greenspace access for all. He notes that the Disability Equality Duty promotes the involvement of disabled people and providing them with information.

ABSTRACTRespiratory syncytial virus (RSV) is the most common cause of lower respiratory tract infections worldwide, yet no effective vaccine or antiviral treatment is available. Here we report the discovery and initial development of RSV604, a novel benzodiazepine with submicromolar anti-RSV activity. It proved to be equipotent against all clinical isolates tested of both the A and B subtypes of the virus. The compound has a low rate of in vitro resistance development. Sequencing revealed that the resistant virus had mutations within the nucleocapsid protein. This is a novel mechanism of action for anti-RSV compounds. In a three-dimensional human airway epithelial cell model, RSV604 was able to pass from the basolateral side of the epithelium effectively to inhibit virus replication after mucosal inoculation. RSV604, which is currently in phase II clinical trials, represents the first in a new class of RSV inhibitors and may have significant potential for the effective treatment of RSV disease.

AbstractAcademic enquiry in higher education is an aspect of lifelong learning, which both defines and creates the learning culture through highly specialised and innovative means. This article examines and evaluates the impact of the contribution made by the professional dissertation in the context of Continuing Professional Development. Employing illustrations from dissertations in an international context and written as the culmination of a workplace based Master's programme, the article characterises the practitioner-researcher as typically engaged in fostering creativity, personal professional development, and aptitudes and skills both specific and transferable. In its conclusion, the article considers the ways in which the professional dissertation may be seen to meet the Dearing Committee recommendation that postgraduate research training should include the development of professional skills such as communication, self-management and planning. The professional dissertation is then offered as a model through which to encourage, promote and develop lifelong learning in postcompulsory education

Academic enquiry in higher education is an aspect of lifelong learning, which both defines and creates the learning culture through highly specialised and innovative means. This article examines and evaluates the impact of the contribution made by the professional dissertation in the context of Continuing Professional Development. Employing illustrations from dissertations in an international context and written as the culmination of a workplace based Master's programme, the article characterises the practitioner-researcher as typically engaged in fostering creativity, personal professional development, and aptitudes and skills both specific and transferable. In its conclusion, the article considers the ways in which the professional dissertation may be seen to meet the Dearing Committee recommendation that postgraduate research training should include the development of professional skills such as communication, self-management and planning. The professional dissertation is then offered as a model through which to encourage, promote and develop lifelong learning in postcompulsory education

The following books are reviewed.Reschooling and the Global Future: politics, economics and the English experienceJAMES PORTER, 1999 Oxford: Symposium Books. 128 pp., ISBN 1 873927 53 3, paperback, £18.00Reshaping Education in the 1990s: perspectives on secondary schoolingC.J. POLE & R. CHAWLA-DUGGAN (Eds), 1996 London: Falmer Press 186 pp., ISBN 0 7507 0529 9, £13.95Gender and Management Issues in Education: an international perspectiveP. DRAKE & P. OWEN (Eds), 1998 Stoke-on-Trent: Trentham Books. 164 pp., ISBN 1 85856 087 X, £13.95Awakening the Sleeping Giant: leadership development for teachersM. KATZENMEYER & G. MOLLER, 1996 Thousand Oaks: Corwin Press. 146 pp., ISBN 0 8039 6475 7, £16.50The Adjunct Faculty HandbookV. BIANCO-MATHIS & N. CHALOFSKY (Eds), 1996 Thousand Oaks: Sage. 266 pp., ISBN 0 7619 9278 3, £18.95Effective Teaching of Science: a review of researchW. HARLEN, 1999 Edinburgh: Scottish Council for Research in Education. 105 pp., ISBN 1 86003 048 3, £10.50Teaching Reading, Writing and SpellingV. TALBOT, 1997 Orland: Corwin Press. 296 pp., ISBN 0 8039 6592 3, £22.00Postmodernism in Educational Theory: education and the politics of human resistanceD. HILL, P. MCLAREN, M. COLE & G. RIKOWSKI (Eds), 1999 London: Tufnell Press. 232 pp., ISBN 1 872767 81 8, £15.00Increasing Competence through Collaborative Problem SolvingG. HANKO, 1999 London: David Fulton. 176 pp., ISBN 1 85346 600 X, £15.00Tales for TrainersMARGARET PARKIN, 1998 London: Kogan Page. 178 pp., ISBN 0 7494 25210 5, paperback, £16.99Professional Ethics and the Teacher: towards a General Teaching CouncilMERYL THOMPSON, 1997 Stoke-on-Trent: Trentham Books. 84 pp., ISBN 1 85856 079 9, £6.95What's Worth Fighting for in Education?A. HARGREAVES & M. FULLAN, 1998 Buckingham: Open University Press. 146 pp., ISBN 0 335 20272 1, £10.99The Art of Constructivist Teaching in the Primary SchoolNICK SELLEY, 1999 London: David Fulton. 112 pp., ISBN 1 85346 572 0, £12.00Finding One's Way: how mentoring can lead to dynamic leadershipG. M. CROW & L. J. MATTHEWS, 1998 Thousand Oaks: Corwin Press. 168 pp., ISBN 0 8039 6546 X, paperback, £18.99, ISBN 0 8039 6545 1, hardback, £43.00School-based Teacher Education: telling tales from a fictional primary schoolA. CAMPBELL & I. KANE, 1998 London: David Fulton. 160 pp., ISBN 1 85346 509 7, £14.00

Discusses the need to make public spaces in Great Britain accessible to people with disabilities and the preparedness of public space managers in responding to the need. Background on the Disability Discrimination Act (DDA); Success of an access-for-all strategy at the Bolton Abbey Estate in Yorkshire Dales, England; Benchmark for establishing standards for access-for-all parks and open spaces.