Education in brief: free school governor criticises entire policy

School's closure prompts angry letter to academies minister; community schools miss out on honours; Will Straw campaigns for parent power, and still no news of changes to primary assessment

 

 

• 
• • Warwick Mansell
  • 
    
  • The Guardian, Tuesday 7 January 2014
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 Discovery New school in Crawley, West Sussex: did the media know about its closure before the school? Photograph: Chris Ison/PA
Governor hits out at free school policy

The chair of governors at a free school whose closure was announced by ministers last month has launched a fierce attack on the government, remarkably branding the free schools policy itself as "rushed and ill-considered".

In a letter to the academies minister, Lord Nash, Chris Cook, chair of governors at Discovery New school in Crawley, West Sussex, also hit out at the education department for, he alleges, tipping the media off about its closure before the school found out and giving the school "no detailed advice" on how it should go about closing itself down.

In the letter, Cook says: "As chair of governors I was disappointed that your letter of 13 December [announcing the closure] was released to the press and knowledge of its release was available before the school was informed.

"This action demonstrated a complete disregard for the wellbeing of the children, parents and staff." Cook says Nash's letter was made public as parents were preparing to watch their children in a nativity play, with some parents and staff then leaving the school by a back entrance as reporters descended.

He tells Nash: "We sense that you are prepared to wash your hands and crucify the school rather than engage in a proper consideration of our plans because it is easier to make [us] the scapegoat for being an early adopter of a free school policy which the National Audit Office has rightly criticised for being rushed and ill-considered."

It adds that the school's original set-up, which saw its founding husband-and-wife team given jobs as school business director and principal respectively and their daughter serving as a teacher-governor, had been approved by the DfE.

The letter calls on ministers to reconsider. But this seems unlikely.

The DfE says Cook had been sent Nash's letter, and informed by phone some 70 minutes before any press knew about the closure. "We will not hesitate to intervene and take swift action if children are being denied the education they deserve," says the spokesman.
Community schools lose out on honours

Few would begrudge the recognition given to those who received honours for longstanding services to education in last week's New Year list. But does the make-up of the list itself say something about the government's preferences for schools reform?

Looking at the backgrounds of those made knights and dames, the DfE-backed academies movement is heavily represented, with those from community schools barely registering. In fact, of the seven new dames and knights with close connections to schools, six are or have been heads of academies or are an academy sponsor, while only one – Sir Craig Tunstall, executive head of the Gipsy Hill federation in south London – currently leads or teaches in the non-academy sector.

A further 17 people from academies received CBEs, OBEs, MBEs or the British Empire Medal for their work, compared with 15 from state-funded non-academy schools. Yet academies make up only one in six of England's 21,000 state-funded schools.

It could be that academies are attracting above their fair share of dynamic individuals who are worthy of recognition. But Jane Eades, of the Anti Academies Alliance, who compiled some of the figures above, says: "There seems to be very little recognition for outstanding heads and chairs of governors of community schools. Is this because they are just taken for granted by their school communities and their names not put forward for recognition, or is their nomination not being approved?" Interesting question.

Will Straw campaigns for parent power

A new year dawns with more campaigns to stop schools being forced to become academies against their communities' wishes. In Barking and Dagenham, east London, councillors have unanimously voted to urge any school that is about to convert to academy status to ballot parents on the plans, giving them the "final say".

The move comes after governors at Dorothy Barley junior school in Dagenham were replaced by an "interim executive board" (IEB) appointed by Michael Gove, the education secretary, with a brief formally to consult on the school becoming a sponsored academy.

Schools have sometimes been forced into academy status despite seemingly overwhelming parental opposition, and the National Union of Teachers points out that Dorothy Barley's five-member interim board includes two chairs of governors from schools already run by the prospective academy's sponsor.

Meanwhile, in Darwen, Lancashire, more than 1,600 people have signed a petition , organised by Will Straw, the local Labour parliamentary candidate, asking for parents, pupils and staff to be given a choice over who runs Darwen Vale high when it becomes an academy.

This comes after the DfE lined up the Aldridge Foundation, an academy trust set up by the founder of outsourcing firm Capita, as sponsor of the school, which failed an Ofsted inspection in June. Campaigners are particularly unhappy as the foundation runs the town's only other secondary.

Straw (pictured), says: "Essentially the DfE are trying to impose the Aldridge Foundation on the school without consultation with parents, teachers or children."

But will the campaigners be listened to? Given the DfE's record, we wonder if another interim board may be around the corner. A DfE spokesman says: "The Aldridge Foundation is our preferred sponsor for Darwen Vale due to its excellent track record in similar schools. However, no final decisions have been taken."

Primary assessment – why are we waiting?

And finally, we are still waiting for news as to when the government will respond to the consultation on controversial plans for the reform of primary assessment and accountability, including the public ranking of pupils into 10 "deciles". The consultation finished in October, but there is still no word on when a final response will be published. As reported previously by Speed read, the whisper is that plans to rank pupils into 10 categories in national curriculum tests have died, but that the almost-as-contentious move to introduce baseline assessments for four-year-olds may still be on the cards. When will the policy be finalised, we wonder.

Why is the government being so secretive about free schools?

Laura McInerney is battling with the education department for the right to know how it decides which new schools to approve

 

 

 

 

 Al-Madinah school in Derby, which Ofsted called 'dysfunctional' and inadequate. Photograph: David Sillitoe for the Guardian

I never intended to involve the lawyers. Really, I didn't. I made a simple request for information from the Department for Education, expecting they would just hand it over. But, rather than release it, Michael Gove, the education secretary, has told MPs he will do "everything possible" to stop me getting it. In the coming months, his department is taking the Information Commissioner – and me – to a tribunal in an attempt to block its release under the Freedom of Information Act.

This whole saga started 15 months ago, when I submitted what I thought was a simple request for information to the DfE. What explosive material did I want? A surprisingly dry package: the application forms sent in by people applying to run free schools, and the letters later sent back explaining whether or not they were successful. Hardly the Pentagon Papers.

To say I am surprised the DfE is behaving in this way is an understatement. I thought the request was a no-brainer.

For the uninitiated, the free schools policy, introduced in 2010, allows any group of people to apply to the DfE for funding to open a state school. The government talked at the time about the policy's prior successes in America and Sweden, but the lesson of the American experience is that some US states do it well and some do it badly. To further research the topic, I took a break from my job as a secondary teacher, and in August 2012 accepted a Fulbright scholarship to study at the University of Missouri.

It quickly became apparent to me that implementation matters – and the application process is critical. If taxpayer money is being handed out to members of the public, we need the government to be savvy about which groups they back and why.

So I decided to ask for the applications and the basis of the government's choices – a process that is otherwise entirely opaque. Prior to 2010, the opening of new schools was far more transparent. The reasons for accepting or rejecting all new school bids were routinely published on the Schools Adjudicator website. Local authorities published school bid information when running new school competitions. Naively, I assumed the government would maintain this level of openness.

The information, however, was nowhere to be found.

I therefore asked for it from the DfE, using the Freedom of Information Act. The act is not well known, but it embeds in law the presumption that information held by public authorities is open to anyone who asks for it, unless there is a specific reason not to disclose. And, usually, even if there are reasons why the government would prefer not to give the information, those reasons must be balanced against public interest. As I saw it, if this sort of information had been available before, why not now?

Yet the DfE rejected my request – twice. Among the reasons given was that releasing the information "would allow opponents of free school applications to attack applications more easily and could undermine local support". But why shouldn't the public know about any issues with the applications? It is our money paying for the schools and our children walking into them. It also claimed the amount of information released would be "overwhelming". Given that the department trusted me to teach people's children, I'm fairly certain I can handle reading some application forms.

Nevertheless, the department disagreed. When a public authority turns down a request even after you have appealed to it, you can then appeal – free – to the Information Commissioner's Office, an independent authority whose job it is to uphold information rights.

I was reluctant to go down this route, but was encouraged by FOI campaigners. As one pointed out: "A response is not a favour to be granted, it is a legal obligation. You are a member of the public, and you are paying their wages. You have a right to the information." In the past 15 months, I have repeated this point to myself time and again.

Getting an ICO judgment was not quick, but their officers were extremely helpful. My case worker constantly and professionally explained the legal oddities and remained upbeat. Yet each time there was progress, the DfE would raise a new point – dragging the whole process on for months.

In July 2013, I was finally told the ICO was near a decision. Nothing. By September, the draft notice was apparently ready. Still nothing. In October, I wrote asking for an update. Nearly there. By mid-November, I had practically given up when an email from the ICO dropped into my inbox.

I had won, and then some.

Figuring it out was not easy. Flicking through the 17-page judgment, written in legalese, I struggled to understand what it meant, but the following line made it all worthwhile: "The Commissioner considers that the public interest factors in favour of the disclosure of the withheld information are very strong."

This was not a half-hearted judgment. The ICO argued that the case for disclosure was "very strong" and it would provide "considerable information about the implementation of a relatively new and very important education policy".

The news was timely, arriving hot on the heels of troubling free school developments. Al-Madinah free school's Ofsted report labelled it "dysfunctional" and inadequate in every category. King's Science academy in Bradford is being investigated for fraud. Discovery New School, Crawley, is considered so problematic that it must close before the end of the academic year.

And these free schools have been no small cost to the taxpayer. A recent National Audit Office report price the policy at over £1.1bn. Of this, more than £700,000 was spent on schools that passed the application stage but never opened, and £241m went on schools that opened in areas with lots of spare local school places. The NAO report also noted that some high-scoring free-school applications were rejected, but some low-scoring ones were accepted. Why? On what basis? No answer is given.

How can the public be sure ministers weren't waving through applications from their mates and turning down those whose faces didn't fit? We can't. Without the applications being public, there is no way of knowing if the process was corrupt, or not.

Also, school applicants must include evidence of local "demand" or "need" for their proposed school, usually gathered during a required local consultation. But how can residents know that the reported results of the consultations are fair? There is nothing to stop applicants from writing that everyone was positive at the event even if the exact opposite is true.

Of course, amid this mess some free schools are doing marvellously. I recently visited Greenwich free school, one of the most over-subscribed schools launched under the policy. I was impressed with the teaching, and the pupils, and I spent time discussing with school leaders how the school might continue being great. In fact, it is precisely because I want free schools to be great that transparency is so important.

No one benefits by having applications locked in a dusty vault. In fact, in the US, supporters of the policy – such as the National Alliance for Public Charter Schools – actively press for total transparency around the process. In this country it would build public support, prevent cronyism and allow prospective applicants in areas with huge primary school place shortages to learn from the best applications and improve their chance of getting the school they need.

And so I ended 2013 much as I finished 2012 – sitting down, for the second New Year's Eve in a row, to write an appeal against the DfE's counterproductive desire for secrecy. This one, however, will be sent to a judge in the First-tier Tribunal, who will hear the case brought by the DfE against the ICO and me. These courts are designed with lay people in mind, and no legal aid is available, so I am likely to be representing myself.

Surrounded by highlighters, guidance documents and notes, I veer between feeling like Erin Brockovich [the US activist – played by Julia Roberts in a movie – who fought an energy company over contaminated water] and a 12-year-old trying my best with a history project. Still, parents, teachers, pupils and local residents deserve absolute openness in the operation of our schools. I plan to do everything possible to make sure they get it. After all, as I have told myself for the millionth time, transparency is a right – not a favour.

The tribunal is expected in summer. Education Guardian will follow Laura McInerney's progress

 

Mentors support children with limited English but 'gaps' in specialist skills remain

 

 

As children without English as a first language exceed 1 million in England's schools, 

  concern mounts about lack of specialist support and training

 

       
    Guardian Weekly, Tuesday 26 March 2013 13.59 GMT   
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english additional language
Students in class at Gladstone Primary School in Peterborough where all children have a mother tongue that is not English. Photograph: David Sillitoe for the Guardian

Growing numbers of children in the UK are entering schools with limited or no English. For young people at a state primary school in Cambridge, England, who do not speak English as their first language, help to overcome language barriers in class is at hand from sixth-formers from a local private secondary school who are being trained to act as special mentors.

The local initiative was launched recently by the Bell Foundation, the charity arm of the Bell Education Trust, best known as a provider of English language courses for foreign students, and the Stephen Perse Foundation, linked to Cambridge's leading independent school. It is intended to give young children a chance to get the most out of their education in spite of having limited or little English.

The mentoring project will feed into further research by the Bell Foundation into improving educational outcomes for students identified as having English as an additional Language (EAL), but its direct impact will remain limited at a time when many schools across England are seeing their numbers of EAL students rising but are struggling to find the expertise and specialist training needed to support learners.

In 2012 more than 1 million children studying in state schools in England were identified as not counting English as their first language, a figure which has doubled since 1997. Gladstone Primary School in Peterborough, 65km north of Cambridge, recently made headlines in the UK when it reported that 100% of its learners have a mother tongue that is not English.

Gaps in EAL provision have been exacerbated by recent government funding cuts. The Ethnic Minority Achievement (EMA) grant was implemented in England 1999, providing funding with the aim of improving educational outcomes for minority ethnic groups, with a particular emphasis on meeting the needs of EAL students who needed additional language support. However in 2011 this funding was combined with the Direct Schools Grant (DSG) with choices about spending left to the schools' discretion. This effectively ended the ringfencing of funding aimed specifically at providing for EAL learners.

According to Diana Sutton, director of the Bell Foundation: "The numbers [of EAL students] are increasing, the resources are decreasing and the expertise is being devolved to schools. On one level that's potentially a good thing because schools can then control their own budget, but then the disadvantage is that there's not centralised expertise in local authorities as there has historically been."

Carrie Cable, an executive committee member from the EAL subject association Naldic (National Association for Language Development in the Curriculum) agrees: "EAL services have been either drastically reduced or have completely gone. There are a few local authorities that have looked at their funding and have decided to retain an EAL consultant or expert, but more frequently what schools have been doing is employing unqualified teaching assistants to support EAL learners."

The EAL picture in England is complicated, with huge variations in the number of EAL learners in different parts of the country. This ranges from less than 1% of pupils in rural areas to up to 77% of learners in some parts of London. While the majority of English language learners in state schools in other countries are likely to share a mother tongue, EAL learners in England speak one of more than 280 home languages.

The Bell Foundation is piloting a range of projects in the east of England. According to Diana Sutton, "[This] is an interesting region for children with EAL because you have the strong Eastern European migrant population in the eastern region and then a very different population in areas like Luton. In terms of what we can learn about this particular group of children, the east of England is fairly representative."

But while the Foundation plans to invest in further EAL-related research alongside partners such as Naldic and Cambridge University until 2018, there remains limited training for new teachers in EAL support skills. Currently EAL is not available as a subject specialism for teachers doing their initial training qualifications.

Helga Watkins-Baker has just finished her PGCE (Postgraduate Certificate in Education) to teach primary school children. "There is some lecture time and discussion about EAL on the PGCE, but not much. Mainly what you learn about EAL learners is on the frontline, including practical pedagogy, ideas and tips," she said.

Cable thinks that there is potential for a lack of consistency in EAL training. "It's very variable. The Teaching Agency conducts an annual survey of newly qualified teachers. They ask them to rate how prepared they feel. EAL is included as one of the aspects. Consistently it has achieved the lowest rating," she said.

"The difficulty is that we have a government at the moment which doesn't seem to want to admit there's any need, whereas we have teachers who are clearly saying there is a need and that they're not adequately prepared to teach the students. So that's a clear contradiction."

Naldic is currently working on an update of their 2008 audit of training and development opportunities for teachers working with EAL pupils, with results due out next month.

 

 

Learning with laughter

Experienced teachers find that when it comes to an effective classroom environment a sense of humour is essential

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Two girls have fun at school. Photograph: Ableimages/Getty Images

When asked, most experienced language teachers will readily admit that they encourage humour and laughter in their classrooms and plan it into their lessons. So what is the role of unplanned and spontaneous humour – moments when the whole class momentarily erupts in laughter before returning to the task at hand?
In the early days of each course, when they meet their class for the first time, language teachers convey many hidden messages through their body language, their overall demeanour and the manner in which they address their students. One clear message (usually implicit) relates to the kind of atmosphere they wish to foster in their classroom.
In order to develop a spirit of informality within their classes such teachers attempt to reduce the social distance between themselves and their students by behaving in friendly and approachable ways. They smilingly encourage students to speak and applaud their efforts, being supportive when errors are made.
They may sometimes demonstrate in a humorous way that they themselves find unfamiliar sounds difficult to pronounce. If they make an error on the board (as most teachers do from time to time) they may make a quick quip to show that they are not embarrassed – and to demonstrate that mistakes are a natural part of the learning process.
When it is appropriate to pull individuals into line, teachers tend to do so firmly but with a light touch, returning to the business of the lesson as quickly as possible. (By disciplining students with humour, teachers reduce the risk of alienating potentially tricky individuals.)
Language learners quickly absorb the message that their teacher welcomes spontaneous laughter within the classroom (provided it is of the supportive 'laughing with' and not of the destructive 'laughing at' kind). Sensing that their teacher has given them permission to laugh, many classes start to relax and to behave in readily responsive ways.
They then find themselves laughing spontaneously at the myriad unexpected events, errors and misunderstandings that routinely occur in language classes. Once it is understood that laughter is acceptable, students will see the funny side of daily occurrences that an outsider might not consider amusing.
Not all language classes respond equally readily to the humorous initiatives of their teachers. For a variety of reasons students in some classes remain relatively unresponsive throughout their courses. Sometimes it takes longer for classes to relax and become readily responsive.
Teachers can often pinpoint a particular moment when the class laughed spontaneously for the first time – often at a quite trivial event. When this happens the teacher relaxes, feels more confident – and is inspired to teach more imaginatively and enthusiastically.
Language teachers use a number of specific techniques to ensure that their classes continue to be laughter-filled. In the early days of their classes, experienced teachers are on the alert for quick-witted, extroverted individuals with whom they can develop a bantering relationship.
Students who are prepared to act as the teacher's foil, even to the extent of light-hearted cheekiness, can provide a focal point for the class, enabling shyer individuals to enjoy the interaction by watching and listening and laughing on cue.
Over the years experienced teachers develop personal tried and tested techniques, in the form of facial expressions, exaggerated gestures, plays on words, well-worn quips and so on that they know from experience are likely to engender laughter and give a quick injection of vitality into the lesson. They know, too, which interactive language learning activities are likely to enliven the class. They are aware, however, that students can become overexcited and that laughter can get out of control.
As they progress, language classes develop their individual cultures: bodies of shared understandings about the personalities, passions, strengths, weaknesses and foibles of individuals within the class. Each class also develops a collective memory of the various incidents that have occurred within that particular class. This sense of friendly intimacy enables short bursts of laughter to be invoked by reference (either by the teacher or by a student) to previous events that the class found amusing.
Humour is, of course, a powerful force in any situation and a highly complex phenomenon. There are obviously times when humour is detrimental to the well-being of individuals. Teasing is a case in point. While some students are happy to be foregrounded (for example, by being given a nickname) others are not. Jokes that were funny first time round can quickly wear thin. Most teachers who include teasing in their personal repertoire of laughter-engendering techniques back off quickly if they see that they are causing offence.
Although it has the potential to be used unwisely, experienced language teachers see laughter as a positive force in their classrooms. They regard whole-class laughter as a welcome behaviour and cultivate it. For teachers, regular small bursts of laughter are a vital and reassuring sign that their class is functioning cohesively and responsively.
Experienced language teachers know that good teaching involves far more than technical proficiency: it involves encouraging each class to function as collectively as possible. Judicious use of humour is a great way to encourage classes to develop into friendly, lively, mutually supportive social groups.

Medical vocabulary

Macrocyte

Red blood cells of large diameter.

Macula

The macula is a small yellow depression located on the retina where the optic axis leads .

Manus

Manus is the Latin word for hand.

Nevus pigmentary

· Nevi nevi or moles

· The melanocytic nevus ( mole ) is developing a patch to the skin and whose size is variable, ranging from a few millimeters to a few centimeters in diameter.

Its color also varies , ranging from pale yellow to dark brown.

Its thickness is variable. It can be covered with scabs and / or sometimes surmounted by a hair.

· Most nevi are benign , but their presence requires regular dermatological surveillance to detect their possible evolution (change of shape, color ... ) and prevent the risk of degeneration into a skin cancer , melanoma .

Nostrils

Nostrils The nostrils are the openings of the nose.

The choanal nostrils and are of communication ports of the nasal cavity , the two cavities located in the middle of the face .

Previous orifices , nostrils, open to the front face of the form and communicate with the nasal cavity outside , while the rear openings , the choanal , open in the nasopharynx.

The choanal are smaller because they are constricted by the mucosal lining and which contributes to the air filter .

Natriuresis

Or natriuresis . Sodium content in the urine

Obese

· The World Health Organization defined obesity as an index of over 30 body weight, while overweight is defined by a ratio of greater than 25 body mass.

- The body mass index is calculated by dividing weight (in kg) and height squared ( in meters ): Weight ( kg)

Size (2) ( m) - Many diseases or organ dysfunction may be associated with obesity : -> The pseudohypoparathyroïdies - > Diabetes type II -> Cushing's Disease - > The hyperlipidemia - > in myxedema of hypothyroidism -> Prader -Willi ..

Obst

Obst . stands for obstetrics is the branch of medicine that deals with pregnancy and childbirth .

Obtuseness

Disturbance of consciousness manifested by slow intellectual and sensory functions and a lack of attention.

PAF

Abbreviation of platelet activating factor , that is to say, platelet activating factor .

Factor ( phospholipid ) released during certain allergic reactions , causing , in addition to its role in bringing in heaps of blood platelets , bronchial constriction ( in asthma ) , decreased blood pressure and promotes tissue infiltration by a fluid ( edema ) .

Palilalie

Speech disorder in which the subject repeats the same idea or unintentionally the same word.

Q.i.d.

Q.i.d. : Medical abbreviation Quater in Die ( four times daily ) . Rather used in Anglo-Saxon . In France , the abbreviation is : 4 x / d

Quadriplegia

Medical term meaning paralysis of four limbs due to central or peripheral nerve damage.

Quinine

Alkaloid extracted from cinchona bark , has the property to reduce fever and whose derivatives are used in the treatment of malaria.

Fifth

Access successive cough.

Rabic

Which relates to rabies.

Spine

Spine .hypophosphatemic rickets

· Rickets , as osteomalacia are characterized by defective bone mineralization and cartilage bone growth ( in children) .

· Rickets is clinically manifested by bone pain associated with bone deformities ( bowing of long bones, frontal bossing , depressed chest ... ) , fractures and disorders of growth.

· In early childhood , other symptoms may be present such as apathy , irritability , muscle weakness may interfere with the independence movement .

· The causes of rickets are multiple: -

>Vitamin D deficiency : lack of capital, lack of sun exposure , digestive malabsorption , abnormal metabolism of vitamin D , hypophosphatemia

... - > Target organ resistance to the action of vitamin D -

 > chronic renal failure -

> regulation disorders of phosphate or calcium -

 > metabolic acidosis , certain medications or poisoning (lead, cadmium , aluminum ... ) ...

Saccharin

succédané chemical sugar, flavored with it ( sweetness ), but not its nutritional value.

Sacrum

Triangular bone located between the fifth lumbar vertebra and the coccyx, the last bone of the spine .

The sacrum is the part of the spine between the lumbar spine and the coccyx .

It consists of five fused vertebrae to each other which form a single bone structure .

The sacrum has a median sacral crest (located along the posterior surface of the sacrum ) resulting from the fusion of the spinous processes of the vertebrae component .

Under this sacral crest is the sacral canal , a tunnel from the top of the sacrum to a hiatus ( opening ) near its base.

Four pairs of holes ( sacred hole) pierce the sacrum on each side of the midline ( center) where the intermediate sacral crest formed by the fusion of the articular processes of the vertebrae that compose it.

On each side of the middle sacral crest is a lateral sacral crest formed by the fusion of the transverse processes of the vertebrae.

Thus , unlike the upper vertebrae of the spine , there is no inter - transversaires ligaments in the sacrum they are replaced by merging the apophyses .

Peaks do not appear on the front of the sacrum , but the sacred holes are clearly visible.

Blood

The blood is placed in an organic liquid movement ( sucked and discharged ) by the heart and circulates in all the arteries , veins and capillaries.

It consists of plasma , white cells (leukocytes ) , red blood cells (erythrocytes ) and platelets (thrombocytes ) .

Blood is one of three main body fluids ( the other two are located around the liquid and within the cells) .

It carries oxygen , nutrients and hormonal messengers to every cell of the body and waste from them.

It also has a role in defending the body against foreign bodies .

An adult has about 3.1019 blood cells. Each cubic millimeter of blood contains 4.5 to 5.5 million red blood cells and 7,500 white blood cells on average .

Blood is made up of four main components : red blood cells , white blood cells , platelets and plasma. Red and white blood cells are destroyed and the body continually produces new times. About 2.5 million red blood cells die every second and about 2.5 million new cells are produced at the same time .

T.i.d.

T.i.d. : Medical abbreviation Ter in die ( three times daily ) . Used mainly in Anglo- Saxon countries. In France we prefer the abbreviation : 3 x / day

T3 lowered

· T3 or tri- thyroxine or T4 and iodithyronine are thyroid hormone whose synthesis by the thyroid gland is under the control of TSH and requires an adequate intake of iodine.

· The synthesis of thyroid hormones and thus their blood levels , will therefore depend on several factors which are , in particular , the amount of iodine taken up by the thyroid, the functional state of the thyroid gland , stimulating his or her freination TSH or other products.

· Hyperthyroidism is associated with an increase of T4 , a high or a normal T3 and TSH usually low .

· Hypothyroidism usually see a low T4, normal T3 and lowered ( its dosage is not required for diagnosis ) and high or low depending on the cause of hypothyroidism TSH .

· Some diseases or drug taken (such as amiodarone , carbamazepine ... ) may be accompanied by an increase in T4, T3 with a low or high normal TSH .

Taenia

Or tapeworm or tapeworm .

Flatworm segmented the order of tapeworms , intestinal parasite .

Ulceration

Loss of substance of the skin or mucous membrane , which heal with difficulty.

ulcer

An ulcer is a break in the skin or mucous membrane caused by an inflammatory , infectious or malignant process . Ulcers often contains pus.

Ulite

Or gingivitis . Inflammation of the gums .

Hives

Hives

Urticaria (from the Latin urtica : nettle) is made ​​of a rash erythematous papules , sometimes white opal center and outskirts, sharply defined contours , whose size can vary from a few millimeters to several centimeters , or coalesce into large plaques .

This papular rash is itchy and fleeting (see pruritus) .

The angioedema or angioedema is a variety of urticaria , subcutaneous , non-itchy .

It is potentially serious in its localization to the upper airways ( glottis , larynx ... ) with risk of asphyxiation

Urticaria is particularly common , it is estimated that 20 % of patients will present an urticarial episode in their lives.

There are: - acute urticaria , the duration does not exceed three weeks , and represent 75% of the hives . Their cause is usually found in general food , drug or contact ( animals, plants, chemicals ...) - recurrent hives is urticaria which pushed succeed in life. They have the same difficulties as chronic urticaria etiological diagnosis. - Chronic urticaria whose duration exceeds 6 weeks ( up to 3 months according to some authors ) . They represent, in general population, 15-25 % of hives . Often , the cause does not appear so obvious and requires an assessment .

Chronic urticaria can be original : - Physical : Mechanical ( dermographisme , vibration , pressure) , cholinergic , warm , cold , water , solar , adrenergic receptors. - Contact allergic or not: animals , plants, drugs ... may have an occupational cause . - Common : food cause, drug , infectious , or due to environmental allergens ... - Systemic : urticarial vasculitis , connective tissue ( lupus erythematosus ) ... - Other causes polycythemia vera , hyperthyroidism ... - Genetic : angioneurotic edema hereditary ... - It is not uncommon that at the end of the balance sheet , no origin is found . These hives , tell chronic idiopathic urticaria are actually waiting for a diagnosis.

Vaccine

A vaccine is a preparation containing microorganisms that are either inactivated bacteria or germs killed. This preparation is administered in order to immunize the body against infectious diseases.

Vacuole

Cavity of the vibrant and organized around the nucleus ( cytoplasm ) substance.

ship

Body's natural channel in which circulates the blood or lymph (liquid fluid , clear and slightly yellow in color , which bathes the tissues). One distinguishes arteries, veins and capillaries .

Valve

Membranous fold preventing liquid from flowing back into the ducts and vessels of the body.

Western Blot

The Western Blot is a blood test to look for certain antigens .

Willebrand factor -von

Protein normally present in the blood , which is essential to platelet aggregation during coagulation . Its absence causes von Willebrand disease .

Wormien

Wormien says each small supernumerary bones meshed in the sutures of the skull.

Xanthodermie

Yellowing of the skin.

This term also refers to a mild jaundice (or jaundice, yellowing of the skin and mucous membranes due to the accumulation of bile pigment - bilirubin - secreted by the liver ) in the feet , hands and nose, occurring during the Gilbert's syndrome ( or Gilbert's syndrome), a disease characterized by abnormal conversion of the bile pigments .

Xerosis

Xerosis : transformation of the surface layer of the skin which gradually dries up and withers .

Xerostomia

Xerostomia Xerostomia :

-reduction or depletion of salivary secretions with a dry mouth as in Sjogren's syndrome .

Yersin ( bacillus )

Bacterial agent of plague (epidemic bacterial disease characterized by the appearance of buboes ( bubonic plague ) or signs of pulmonary inflammation ( pneumonic plague ) .

Eyes

The eyeball is set in adipose tissue inside the eye sockets ( two bony notches ) located in the skull, above and laterally from the center .

 Of all the senses, sight is the one that is often considered the most important.

Estimated four-fifths of all our knowledge enter the brain through the eyes.

Eyes transmit constant flow to the brain images , in the form of electrical signals .

Eyes receive information transmitted by the light rays .

These are absorbed or reflected .

Objects that absorb all the light rays appear black , while those who think all appear white . Colored objects absorb parts of the light spectrum and reflect others.

When you look at something , light rays reflected from the object enters the eye.

The light is refracted by the cornea and passes through the aqueous humor and the transparent pupil to reach the lens .

The iris control the light intensity entering the eye.

The lens focuses the light passing through the vitreous to the retina to reach , thus forming an inverted image and in reverse.

The photosensitive cells of the retina transmit this image to the brain by means of electrical signals . The brain "sees " the image area.

Yoga

This discipline provides an immediate sensation of well-being and in the long term , contribute to the harmonious development of personality.

This quest for harmony between body, mind and spirit could not be more soothing.

Lisp

Trouble pronunciation in which the " j " and " g " are replaced by a soft "z" .

Shingles

Shingles is a viral infection caused by a type of herpes virus ( VZV ), which after chickenpox , moved so latent in the sensory ganglia .

It is common in adults and its frequency increases with age.

Once reactivated, the virus will spread along the sensory nerve (most often it reaches the dorsal nerves , lumbar and the ophthalmic branch of the trigeminal nerve) .

It is responsible , in the territory of the nerve and considered unilaterally manifestations of sensory nerve ( decreased sensitivity , pain, itching , tingling ... ) above a few days the skin lesions ( macules , papules, vesicles, pustules and crusts ) .

Eye location shingles exposed to acute lesions ( keratitis, iritis , retinal disease ) and their sequelae.

Painful sequelae of herpes zoster occur especially as the subject is elderly or immunocompromised .

Complications of shingles can be drive ( paralysis that most often regress ) , reaching the spinal cord, diffuse and focal encephalitis , cerebral vasculitis . These complications are much more frequent than the subject is immunocompromised .

Zoose

Parasitic disease whose agent is transmitted to humans by animals .

Zygote

A zygote is an egg resulting from the fertilization of an ovum by a spermatozoon

BIOMEDECINE THEORIQUE: LA VOIE GERNEZ

André Gernez

Physician

André Gernez was a French non-conventional physician. Gernez explained diseases such as cancer or neurodegenerations through a theory of mitosis and differentiation. Wikipedia

Born: January 25, 1923, Avesnes-les-Aubert

 

 

Died: http://www.jacques-lacaze.com/pages/LES_TEXTES_DU_DOCTEUR_ANDRE_GERNEZ_EN_LIGNE-2058486.htmlJanuary 8, 2014

 

Un site a été créé pour mettre en ligne progressivement les textes du Docteur André Gernez. Ce site est en construction, mais déja les 4 livres sont publiés:
- Néopostulats biologiques et pathogéniques
- La carcinogénèse
- Le cancer. Dynamique et éradication
- Lois et règles de la cancérisation
La brochure de La Vie Claire: "Campagne 73 " est aussi publiée sur ce site
Adresse du site:  link

André Gernez

André Gernez, né le 25 janvier 1923 à Avesnes-les-Aubert et mort à Roubaix le 8 janvier 2014, est un médecin adepte des méthodes dites « non-conventionnelles ». Il a mené des travaux personnels sur la cellule, les pathologies dégénératives qui aboutissent à certains projets génétiquement inscrits. Il expose également la compatibilité entre la transcendance^[Quoi ?] et les données de la science, qui visent tous deux à la réalisation du projet génétique de l'espèce humaine. Ces travaux sont peu référencés dans les bases de données en ligne¹.

Bachelier à quinze ans et docteur en médecine à vingt-deux ans, André Gernez devient attaché à Paris auprès de la Fondation française contre le cancer, l'Institut Curie après la guerre².

De 1946 à 1949, ses recherches portent sur le syndrome de Plummer-Vinson (également appelé Brown-Kelly-Paterson), fréquent en Suède. Gernez étudie cette affection en Angleterre (Radcliff's, Oxford), en Suède (Karolinska, Stockholm), aux États-Unis (Presbyterian Hospital, New York), puis au Canada ; il signale à la communauté médicale cette observation capitale qui consiste à empêcher un cancer d'apparaître en intervenant à un stade précoce³.

De 1950 à 1976, le docteur André Gernez vient travailler à Lille comme chef de travaux de radiologie⁴ puis établit son cabinet de radiologie à Roubaix⁵.

Suite au moratoire sur le cancer proposé par Antoine Lacassagne qui présidait le congrès international du Cancer à Séoul en 1966^[pas clair], André Gernez commence à rédiger sa théorie biologique. Jusqu'en 1969, Gernez et Delahousse soumettent à l'Académie des sciences quatre mémoires intitulés Néo-Postulats biologiques et pathogéniques, La Carcinogénèse (mécanisme et prévention), Le Cancer (dynamique et éradication) et Loi et Règles de la cancérisation. Ces travaux sont refusés par les comités de lecture.

En 1970, avec Pierre Delahousse, Jacques Lacaze, Dumont et Deston, André Gernez conteste l'idée d'absence de neurogenèse après la naissance : leur théorie repose un hypothétique double cycle cellulaire, alternativement fonctionnel et générateur, avec fixité neuronale après la naissance⁶. Cette théorie n'est pas considérée comme valide par la communauté scientifique^{[réf. nécessaire]}. Gernez fonde alors l'Union biologique internationale (qui deviendra l'Association biologique internationale) avec Paul Gellé, le professeur de biologie Nihous et les médecins Delahousse, Jacques Lacaze, Dumont, Deston et Jean-Pierre Willem.

Il émet également la théorie d'un « besoin biologique de croire » alléguant que le fait religieux serait fixé génétiquement dans le cerveau limbique⁷.

Le 22 octobre 1983, André Gernez expose à l'Académie des Sciences sa théorie structurale de la schizophrénie, qui affirme que l'homme utilise deux réseaux cérébraux pour penser ; le dernier réseau cérébral accessoire, tardif et terminal, prévalant sur le réseau primaire en inversant la réalité de l'information chez les schizophrènes.

Théories médicales

La théorie médicale de Gernez part du postulat que, chez l'espèce humaine, « le potentiel cinétique d'une cellule souche est de 70 mitoses^{Note 1} avant épuisement d'un épithélium et de 100 pour une colonie conjonctive⁸. » Depuis le début des années 1970, il préconise plusieurs méthodes pour optimiser le rythme des divisions cellulaires afin de supprimer les cellules dégénérées. Selon lui, c'est le meilleur moyen de limiter le risque de développer des maladies dégénératives ou d'allonger la durée de vie biologique.

Ses théories médicales recouvrent principalement les champs de la cancérologie, du sida, de l'immunologie (via les cellules souches) et conjointement de l'allergologie et de l'hématologie^{[réf. nécessaire]} ; mais également les affections cardio-vasculaires en ce qui concerne l'athéromatose, l'hormonologie via notamment les effets de l'hormone de croissance) mais aussi les champs de la neurologie et de la psychiatrie et encore, mais plus marginalement, sur d'autres spécialités médicales telles que la dermatologie avec le psoriasis, ou chirurgicales.

Ardent défenseur de la prévention des maladies dégénératives, André Gernez a lancé un appel au Comité consultatif national d'éthique pour expérimenter les trois protocoles suivants :

1. le protocole unifié d'adoption immunitaire (dit de « transfusion sanguine universelle par adoption immunitaire »)⁹ ;
2. le protocole préventif contre le cancer dit « de prévention active » ;
3. le protocole chirurgical curatif visant à tarir l'hormone de croissance¹⁰ par irradiation hypophysaire avec le Gamma Knife¹¹. Cette dernière méthode irréversible consiste à tarir de l'hormone de croissance par une intervention stéréotaxique dite « Stéréo GIHF » (Stéréo Gammathérapie Intersticielle Hypophysaire Freinatrice) ou un flash de gamma-irradiation sur la selle turcique. L'effet est acquis après une latence de 6 à 18 mois¹².

Sa « théorie des cellules souches » et ses « protocoles de prévention » sont partiellement repris par Maurice Israël et Laurent Schwartz¹³.

Pour le D^r Jallut, spécialiste en oncologie, les traitements préventifs préconisés par Gernez sont trop risqués et ne sont pas acceptables ; quant aux traitements curatifs ils n'ont « aucune légitimité scientifique »¹⁴, il reprend les propos de Vigeral de 1988, « aucune base scientifique, étude aléatoire non coordonnée, méthodes d'évaluation déficiente, etc. »¹⁵ et déconseille cette méthode jugée « inefficace et potentiellement dangereuse ».

Théorie de l'ultra-lumière

En août 2004, Gernez soumet à l'Académie des Sciences un article dans lequel il propose de réviser la fixité de la vitesse de la lumière en revenant sur la formule E = mc². Comme pour certains ultrasons que nos sens ne peuvent percevoir, Gernez apporte le concept d'ultra-lumière qui postule que les neutrinos sont non détectables car plus rapides que la lumière^{[citation nécessaire]}. L'un des points de départ de la théorie de l'ultra-lumière est le fait que la relativité d'Einstein serait auto-contradictoire parce qu'elle affirme qu'on ne peut pas dépasser C, vitesse de la lumière, et utilise C au carré, soit une valeur supérieure à C dans l'équation E = mc². Il y a là une confusion entre une valeur physique (la vitesse de la lumière) et un calcul utilisant cette valeur physique.

Pour Gernez, il faut renoncer à la théorie de l'impossibilité de dépasser la vitesse de la lumière. Il en arrive à la conclusion que l'univers a une structure gigogne, dans laquelle C est la seule dimension perceptible alors que l'ultra-lumière rend compte de l'ensemble de l'univers.

 La position de l'ensemble de la communauté scientifique est que la vitesse de la lumière est une constante que nulle particule ne peut dépasser, y compris le neutrino, et que si le neutrino interagit très peu avec la matière, c'est parce qu'il n'a pratiquement pas de masse et une charge électrique nulle. c² est le carré d'une vitesse et non une dimension ; E est l'énergie d'une masse au repos ; la lumière n'a pas masse de repos et la formule E = m c² ne la concerne donc pas. Les physiciens, dans leurs modèles, imaginent souvent plus des quatre dimensions que nous connaissons par notre perception, mais cela n'a rien à voir avec une vitesse ou son carré. Si nous ne percevons pas les ultrasons, c'est parce qu'ils sont en-dehors de ce que notre oreille perçoit et non à cause de leur vitesse, de même nous ne voyons qu'une partie des fréquences de la lumière, sans qu'il soit nécessaire pour autant de parler d'« ultra-lumière ».

Récompenses

• 79 : André Gernez reçoit le prix « Hans Adalbert Schweigart » de l'Union mondiale pour la protection de la vie pour ses travaux sur les pathologies dégénératives le 17 juin 1979 à Salzbourg en Autriche¹⁶, simultanément avec Konrad Lorenz.
• 2007: Médaille d'or de la Société d'encouragement au progrès remise le 19 novembre 2007 au Sénat à Paris¹⁷.
• 2012 : Grande médaille d'or de la Société d'encouragement au progrès, remise le 26 octobre 2012 au Sénat à Paris¹⁸

• Œuvres et publications

  • Les grands médicaments, avec Henri Pradal, éd. Édition du Seuil, Paris (France), 1975.
  • Néo-postulats biologiques et pathogéniques, éd. La vie claire, Mandres-les-Roses (France), 1975, 1^re édition 1968, 122 pages.
  • Loi et règles de la cancérisation, éd. Verschave, Roubaix (France), 1970, 168 pages.
  • Le Cancer (écrit avec la collaboration de Georges Beau) - Presses de la Cité, mars 1972.
  • L. Léger, J. Bertrand, A. Gernez, J. Castaing « La dysphagie sidéropénique, maladie de Plummer-Vinson; état précancéreux [Sideropenic dysphagia; Plummer-Vinson's diseases; precancerous state] » La Presse médicale 1951;59(82):1736-9. PMID 14911667
  • « Dysphagie sidéropénique et membranes oesophagiennes » La Presse médicale 1949;57:362.
  • « L'intérêt du syndrome de Plummer-Vinson en cancérologie » Paris médical 14 mai 1949, n^o 18. (cité, ainsi que le précédent, dans l'ouvrage Iron Metabolism, chapitre Iron deficiency, de I. Bernàt, Ed. Springer, 1983:215-274)
   

Liens externes

• Certaines publications du Docteur Gernez
• Dossier consacré au Docteur André Gernez sur le site de l'AMESSI