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Continuous EEG monitoring is considered to be a sensitive indicator of changes in cerebral function. This paper describes a system for cotside display and analysis of EEG discontinuity and amplitude in one-minute epochs, with provision for simultaneous recording of the EEG. It has been successfully used to monitor continuously the EEGs of more than 30 babies in a neonatal intensive care unit for periods of up to nine days. This system rapidly provides indications of changes in cerebral function, which can allow early intervention and possible prevention of morbidity.

Context Changes to the style of medical teaching will place a greater responsibility on individual medical students to manage their own learning, highlighting the need for students to develop good so-called ‘transferable’ skills at an early stage in their undergraduate career. Objectives To assess the attitudes of first year undergraduates towards transferable skills, and investigate the gender difference in these attitudes. To assess the contribution of their first year course to skills development. Subjects First year students, enrolled on a traditional-style course. Method A questionnaire asking the students to consider: (a) the importance of named transferable skills for medicine; (b) their own ability in these areas; and (c) the influence of their first year course. Results All students, irrespective of gender, regarded transferable skills as very important to medicine, rating organizational skills and self-learning skills as most important. Overall, students have a high level of confidence in their own skills. Male students rated their overall level of skills more highly than women. In particular they rated their information handling, managing self-learning and technical skills more highly. Students feel that their first year course has enhanced their skills in most areas. Conclusions Our results suggest that students will feel equipped to succeed in a learning system which places the onus on them to take responsibility for their own learning. They clearly believe that they have the necessary skills for independent learning. The study highlights the need to enhance students’ self-evaluation skills.

Summary Paediatrics is taught in the fourth year at two different hospitals in Leeds with a common examination at the end of the courses. Apparent discrepancies in the results obtained between students attached to the hospitals prompted a comparison of the results over a 2-year period. The paediatric curriculum in hospital A is taught in an integrated design with obstetrics/gynaecology whereas hospital B follows a more conventional discipline-based module. Significant differences were found with consistently lower results achieved from the integrated course. Further analysis of the students' abilities by assessment of two examinations in pathology where all students are taught in the same course revealed that students subsequently assigned to hospital A were significantly less able. This study highlighted the importance of further evaluation before assuming that the curriculum design is solely to blame for differences in final assessments. However, continued dissatisfaction with the integrated course design by both students and teachers still necessitates review of the curriculum design.

Computerized online EEG monitoring in ventilated preterm infants less than 32 weeks' gestation enabled evaluation of the effect of acidosis on cerebral function. All episodes of acidosis were found to be associated with changes in the levels of cerebral activity. In 21 of the 32 episodes, EEG activity returned to pre-acidosis levels after therapeutic intervention. The duration of EEG abnormality was related to the severity of acidosis. However, the time to recovery of the EEG after therapeutic procedures was not related to duration of the EEG change.

The pharmacokinetics of R(-) and S(+)- tocainide were studied in twelve patients requiring intravenous tocainide. In all patients, a progressive increase in the S(+):R(-) ratio was observed during the infusion. Mean +/- s.d. ratios increased from 1.03 +/- 0.05 at 2 min to 1.76 +/- 0.35 at 48.5 h. Data from eight patients were fitted to a two-compartment model and there was a significant difference (Wilcoxon matched-pairs test P less than 0.01) in the clearance estimates for the two enantiomers. The median values were: S(+)-tocainide = 6.25 l h-1 and R(-)-tocainide = 9.31 l h-1. There was no differences in V1 or Vss.

The bulk chemical properties of an impregnated chromia-alumina catalyst with respect to several gases, CO, CO2, C3H6, were determined as a function of the degree of oxidation of the surface of the catalyst. The importance of the results lies in the demonstration that a simple method described herein can be used to obtain significant data on catalytic surfaces. Briefly, the prior adsorption of oxygen by the catalyst tended to promote the adsorption of carbon monoxide and to prohibit the adsorption of carbon dioxide. Far more carbon monoxide was adsorbed by the highly oxidized surface than could be accounted for on the basis of adsorbed carbon dioxide. The quantity of propylene adsorbed also increased with an increase in the oxidation of the surface. The results are explained on the basis of two types of adsorbed oxygen atoms.

SUMMARY It is shown that aphid infestation in seed potato crops in the East Riding Wolds can be assessed by reference to five sites indicated as representative of the area as a whole. The concept of virus multiplication in seed potato stocks is shown not to be related to aphid infestations expressed as Angles of Colonization for the East Riding Wolds in the seasons 1962 to 1964. It is suggested that most of the observed increase in leaf roll virus can be accounted for as additions to the virus content of the parent stock attributed to introduction by migrant alate aphids from ware potato areas.