羟氨苄青霉素引起大疱性类天疱疮样疹

MEDICAL LITERATURE has been deluged during the past few years with books and papers on penicillin; but a book which has been produced under the general editorship of Sir Alexander Fleming himself represents a complete and authoritative summary of penicillin therapy as it stands today.' The book contains a series of independent contributions by \"experienced and eminent men who have worked with penicillin in Great Britain\". Their opinions and practical methods differ slightly, and there is some overlapping; but these are not disadvantageous, comparison and contrast lending interest to the reading. In the first or general section of the book Fleming contributes two chapters, one on the history and development of penicillin, introducing some interesting sidelights in the romance of discovery, the other on the bacteriological control of penicillin therapy. In both chapters the information is set out in meticulous detail and with a clarity and simplicity which can be enjoyed by all readers. Fleming also gives the right perspective to the place of penicillin amongst the antibiotics and lays down the principles of treatment. Both chapters are well illustrated and are the most outstanding in the book. Included in this first section also are chapters on the chemistry and manufacture of penicillin and its pharmacy, pharmacology and methods of administration. The second section of the book is entirely clinical, giving each author's view on the use of penicillin therapy in a disease or an infection of some particular region of the body. The entire range of peniCillin-sensitive conditions is considered in twenty authoritative and clearly written chapters; these contain many references and illustrations. Dental and veterinary diseases are also given fairly full consideration. The final section is a condensed resume of much of the preceding chapters and is written for. the general practttioner. This chapter is superttuous: it does not contain enough detall to be of much practical value. The book as a Whole, however, will undoubtedly be considered a classical contribution to medical literature and is strongly recommended, not only because of the general interest of its topic, but as a reference book on penicillin therapy of hitherto unequalled excellence. The typography, although conforming to war economy standards, is clear and the paper is good. There is an excellent list of references and the index is satisfactory.

Gray's Anatomy

World Development Indicators 2011 (15th edition)

Do the provisions of section 3(7)(a)(ii) read with section 3(7)(b)(i) of the Admiralty Jurisdiction Regulation Act 105 of 1983 infringe the substantive requirements of section 25(1) of the Constitution of the Republic of South Africa Act 108 of 1996

Education and learning systems are complex and fluid environments with multiple players and perspectives. Conducting research within natural settings in these contexts involves a focus on both a manageable unit and a site while still recognizing the complex contextual environment. To understand the change and development in these types of settings, activity theory and activity systems analysis (ASA) have been increasingly used in research within schools, universities and other learning settings. Several other publications in recent years have explored the usefulness of activity theory within education and teacher education research (Arnseth, 2008; Daniels, 2004; Ellis, Edwards, & Smagorinsky, 2010; Feldman & Weiss, 2010; Lee, 2010; Levine, 2010; Roth & Lee, 2007). This research has identified how activity theory provides new tools and approaches for analysing collective activity, interactions within a community of practice and structural change and development. This new book, by Yamagata-Lynch, makes a worthwhile contribution towards the advancement of activity theory as a methodological frame through ASA. Yamagata-Lynch applied activity theory within her dissertation research and over a decade since, in particular exploring the use of activity theory as a methodology to analyse the impact of instructional technology implementation in educational settings. She has drawn upon her own research and practice in this book that aims to address a gap in the literature by providing methodological advice and examples for researchers rather than just reviewing the theoretical literature. Whilst cases included are not all specifically focused on teacher education or educational contexts, educational examples are used and applications are examined throughout. Yamagata-Lynch asserts that researchers using ASA need to understand the concept of mediated action and object-oriented activity, and so it is perhaps worth outlining some of the key features of this theoretical field. Activity theory research is a post-Vygotskian body of work that fits within a cultural–historical paradigm along with other sociocultural theories. It draws on the work of Vygotsky and in particular his notion of mediated action and interactions as central to the development of human consciousness. A version of activity theory known as cultural–historical activity theory (CHAT) has become associated with the work of Engeström in particular, and this builds on the work by others including Leontiev (1978), Wertsch (1981, 1985) and Cole (Cole & Engeström, 1993). Activity theory research identifies human activity as the basic unit of analysis, although it is important to note that mental and internal activity is included here as well as more external physical forms of activity. The components and actions that are identified are often represented by activity triangles, and these are useful for mapping the key components of an activity system. Activity in this sense involves subjects working towards achieving objects and outcomes, through mediated action involving signs, tools and artefacts. Collective activity involves subjects acting as a part of communities, with those actions mediated by rules. For

Activity systems analysis methods : understanding complex learning environments

The central theoretical argument of this paper is that educational leadership and organisational development and change in educational institutions in developing countries will not be effective unless school leaders are aware of the challenges posed by contextual factors that might have an impact on their professional activities. The article contributes to the discourse on educational leadership in developing countries by explicating three such sets of contextual forces that educational leadership ought to take into account: (1) the contours of the education system in which school leadership, organisational change and development occur; (2) societal and (3) international contexts. These forces are viewed through Cultural Historical Activity Theory as theoretical lens, and then illustrated with findings from an empirical study in a developing country. The article concludes with a strategic plan for exercising school leadership that takes contextual conditions into account. Keywords: developing countries; educational context; educational leadership; organisational development and change; societal context

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A strategy to support educational leaders in developing countries to manage contextual challenges

The education system per se, despite its central position in the field of study proclaimed by the scholarly community of Comparative and International Education, has never taken a central stage/role in Comparative and International Education scholarly enquiry. Through the various stages of its history, Comparative and International Education research has either focused on the societal-contextual forces (geography, demography, social system, economy, political system, religio-philosophical viewpoints) shaping education or on the societal outcomes/effects of education, to such an extent that the education system has always remained the blind spot in the centre of the field. A model explaining the structure of the education system which shows the components of “the” education system and their interrelationships has resultantly not been developed. This article attempts to address this shortcoming by discussing and outlining the structure of the education system on the basis of recent epistemological developments. Four components of the education system, along with their elements, are identified: education system policy, organisation and administration, structure for teaching, and support services. Key words: Comparative Education; education; education system; post-modernism. --- Obrazovni sustav per se, usprkos svojoj sredisnjoj ulozi za koju se zauzimaju strucnjaci unutar Komparativne i međunarodne edukacije nikada nije bio u žaristu znanstvenih istraživanja u spomenutom podrucju. Istraživanja unutar Komparativne i međunarodne edukacije do sada su, u razlicitim razdobljima svoje povijesti, bila usredotocena ili na drustveno-kontekstne snage (geografiju, demografiju, drustveni sustav, ekonomiju, politicki sustav, religijsko-filozofski svjetonazor) koje oblikuju obrazovanje ili na ishode/ucinke obrazovanja na drustvo do te mjere da je obrazovni sustav uvijek ostajao nejasan u odnosu na glavni dio toga podrucja. Stoga jos uvijek nije razvijen model koji bi objasnio strukturu obrazovnog sustava prikazujuci komponente ,,obrazovnog sustava“ i njihove međusobne odnose. U ovom se radu nastoji istaknuti taj nedostatak putem rasprave i prikaza strukture obrazovnog sustava na temelju novijih epistemoloskih razvojnih ideja. Identificirane su cetiri komponente obrazovnog sustava, kao i njihovi elementi, a to su: politika obrazovnog sustava, organizacija i administracija, struktura potrebna za nastavu i službe podrske. Kljucne rijeci: komparativna edukacija; obrazovanje; obrazovni sustav; postmodernizam

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A generic model of "the" education system for the purpose of making critical comparison and policy

Therefore, the aim of this article is to indicate, at a theoretical level, how the internationally accepted rights of minority groups should influence the national education system of those countries that are characterised by the inclusion of identifiable minority groups as part of their citizens. To reach this aim, an overall picture of the internationally accepted rights of minority groups will be provided. It will then be illustrated how these education rights of minority groups should determine the nature and functioning of the education system in relation to its multi-composite target group. Method of research Each type of method considered alone is imperfect to ensure that possible biases inherent in one method are eluded (Brewer & Hunter, 2006: 2). The methods that were used to reach the aim of this article can be summarised as follows:

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The national education system and the education rights of minority groups

This article reports on a case study regarding the development and educational transformation of a subgroup of the Lamba living in the Masaiti region of the Copper Belt Province of Zambia, where the Foundation for Cross-Cultural Education in Zambia (FCE) has been serving for the past thirteen years. It was concluded that the current life- and worldview of a community such as the one living in the Masaiti region can be transformed to a truly Christ-centred life- and worldview by firstly taking cognisance of how the community currently expresses itself in terms of each of the universals or components of a lifeand worldview, and secondly by subjecting each of those universals or components to a process of life- and worldview transformation. It was furthermore found that life- and worldview transformation should be seen as a prerequisite for the developmental transformation of such communities.

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Life- and worldview: development and transformation – the case of the Lamba of the Masaiti region in Zambia

This article defends the claim that the philosophical aspect has been seriously underrated in the scheme of the conceptualization of contextual societal forces shaping education systems. The rise of neo-Marxist paradigms since the 1970s has resulted in a disproportionate emphasis on social and economic systems as factors shaping national education systems. However, empirical research has recently rendered evidence regarding how philosophical frameworks shape children’s way of viewing the world and how they think. This article provides examples of this. Such philosophical and/or conceptual differences need to be factored in the design and planning of education systems. Some implications have been outlined regarding an expanded view of the role of philosophy and/or life-concept for the planning and development of education systems and for comparative education as a field of scholarly research.

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Hennie Steyn

Papers

A strategy to support educational leaders in developing countries to manage contextual challenges

A generic model of "the" education system for the purpose of making critical comparison and policy

The national education system and the education rights of minority groups

Life- and worldview: development and transformation – the case of the Lamba of the Masaiti region in Zambia

The possible broadening of the conceptualisation of philosophy as shaping factor of education systems