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Information about the topics discussed during the celebration of the Department of Health's National Breastfeeding Awareness Week (NBAW) on May 11, 2009 in London, England is presented. The event highlights the launch of the United Kingdom (UK)-World Health Organization (WHO) 0-4 years charts and focused on the discussion of how breastfeeding affects growth. It notes that the conference was hosted by Dr. Phil Hammond, a broadcaster and general practitioner (GP).

(1) This paper presents information obtained on the prevalence and distribution of tuberculosis in badgers from four areas in south-west England. One hundred and thirty-six badgers, representing twenty-four social groups, were removed for post-mortem examination following outbreaks of tuberculosis in cattle. (2) Mean group size for each area varied little (4.8-7.6 individuals) but mean territory size varied considerably (22.0-74.7 ha). (3) The prevalence of tuberculosis varied greatly from 6.9% to 34.5% indicating spatial and/or temporal variations in prevalence in local populations. [ABSTRACT FROM AUTHOR]

The article examines the major features of the Local Government Act of 1972, which was viewed by some as a radical reorganization of the government structure in England. It mentions that the Royal Commission chaired by John Redcliffe-Maud, was set up in 1966 to achieve the procedures that was laid in the Local Government Act of 1958. According to the Commission, one of the problems in the existing system include the failure of the local government to fit the facts of life.

This article focuses on the recorded host plants of Erwinia amylovora as of December 1959. Fire blight was first identified in England in 1958 in pear orchards in Kent. Then in 1959, it was also confirmed on hawthorn in Surrey, southern suburbs of London and in Essex; on whitebeam used for street lining at Southend on Sea, Essex and in Croydon; on rowan in Croydon; and on Cotoneaster salicifolia in Kent, Surrey and London. The disease was confirmed on these hosts by the isolation, in pure culture, of the pathogen which was identified by colony morphology.

Context: In the current UK socio-political climate of mounting regulation of professional practice, a debate on the topic of standards amongst medical teachers seems timely. The role of teacher is increasingly recognised as a core professional activity for all doctors and one that cannot be left to chance, aptitude or inclination. As a consequence, faculties have developed a plethora of teacher training programmes for medical teachers. But what is good medical teaching? Unless we know what it is, how can we develop it? One possible approach is to develop clear and comprehensive standards, defining what we mean by competent or effective clinical teaching., Methods: In this article we have evaluated and compared two models of standards for clinical educators. The first is the outcome-based approach developed at Dundee Medical School and the second is the scholarship model devised initially by Boyer and then elaborated by Glassick and Fincher et al. The key features of both models are briefly described and their comparative strengths and problematic aspects explored., Conclusion: Both models offer interesting and stimulating ideas and together they provide an instructive contrast. They make a valuable contribution to the ongoing process of improving the provision of medical education.

Objectives: To compare the course experiences of medical students in a new problem-based (PBL) undergraduate medical course with those of their peers in a conventional curriculum., Design: Whole class questionnaire survey using a pre-validated research instrument., Setting: University of Liverpool, UK., Subjects: First and second year medical students, Results: New curriculum students were more satisfied with their course when compared to their conventional course peers. Problem solving, team working and motivation scores were significantly higher amongst new course (PBL) students. New course students were more anxious about clarity of objectives and standard of work required., Conclusions: Early evidence suggests that curriculum reform from conventional teaching to a small group problem analysis programme results in improvement in student satisfaction with teaching and the development of appropriate learning skills.

A number of previous studies have demonstrated systematic misremembering of the direction in which the Queen's head faces on British coins. Two experiments were carried out to investigate whether this phenomenon is affected by a person's handedness. In both experiments, right-handed and left-handed participants were found to differ significantly in their verbal responses, with recall performance significantly worse than chance for right-handed but not for left-handed participants. Experiment 2 also examined degrees of handedness, and found significant variation in recall across the handedness range. Performance in this everyday-memory paradigm appears to be determined by both handedness and schema factors. It is proposed that although in this task the response was verbal one, relevant motor imagery may nevertheless have been activated and led to the highly unusual observation of an effect of handedness upon cognitive performance.