SRVPs in the peripapillary retina have similar waveform characteristics to those at the disc. SRVP amplitudes are reduced by manipulation of IOP downwards with pharmacological intervention. The relationship was consistent in all individuals tested for two classes of drugs and was independent of BP or heart rate changes.

Background Acute disseminated encephalomyelitis (ADEM) is a rare immune-mediated inflammatory demyelinating disease of the central nervous system. We report a case of ADEM presenting with bilateral optic neuritis temporally associated with the ChAdOx1 vaccine against SARS-COVID19 virus. Case presentation A 36-year-old female presented with bilateral optic neuritis following her first dose of the ChAdOx1 vaccine. Initial MRI Brain showed evidence of demyelination within the subcortical white matter, with no radiological involvement of the optic nerves. Visual evoked potentials were consistent with bilateral optic neuritis which was confirmed radiologically on follow up MRI. She was treated with intravenous steroids with improvement both in symptoms and radiological appearance. A pseudo-relapse occurred which was treated with a further course of intravenous steroids followed by an oral taper. The clinical, radiological and serological results were most consistent with diagnosis of ADEM. Conclusions ADEM is an exceedingly rare complication of ChAdOx1 vaccine despite millions of doses. While it is imperative clinicians remain aware of neurological complications of vaccines, the importance of vaccination to control a pandemic should not be undermined.

No abstract

Endothelial function is impaired in the systemic arteries and retinal vessels in adults with cyanotic congenital heart disease, suggesting a widespread endotheliopathy. Diminished numbers of endothelial progenitor cells might potentially contribute to these observations.

In the traditional norm-referencing approach to grading, all students in a CS1 class attempt the same programming tasks, and those attempts are graded "to a curve". The danger is that such tasks are aimed at a hypothetical average student. Weaker students can do little of these tasks, and learn little. Meanwhile, these tasks do not stretch the stronger students, so they too are denied an opportunity to learn. Our solution is two-fold. First, we use a criterion-referenced approach, where fundamentally different tasks are set, according to the ability of the students. Second, the differences in the nature of the tasks reflect the differing levels of Bloom's taxonomy. Weaker CS1 students are simply required to demonstrate knowledge and comprehension; the ability to read and understand programs. Middling students attempt traditional tasks, while the stronger students are set open-ended tasks at the synthesis and evaluation levels.