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The hazard of undetected cardiac pacemakers exploding in crematoria is well described. This short report describes the use of an affordable hand-held metal detector to detect cardiac pacemakers. Over the course of a year, the metal detector located 100% of cardiac pacemakers in a district general hospital mortuary. A simple model using pigskin and fat is also used to demonstrate the effectiveness in vitro. Commercially purchased hand-held metal detectors should be used in all mortuaries responsible for detection and removal of cardiac pacemakers prior to cremation.

English as a Foreign Language (EFL) is crucial in most secondary schools within the EU and many other schools worldwide. Some teachers are integrating Online Community Projects (OCPs) into their curricula to provide a means of communication that motivates learning and incites learner-centred methods. This collaborative Action Research study reports on the perspectives and experiences of EFL teachers teaching in secondary schools in three European countries: the north and south of Italy, the east of Norway and the west of Sweden. Data were collected from six EFL teachers: four were users of OCPs, while the other two had chosen not to use them. Methods used to gather data were individual faceto-face interviews and open-question questionnaires. The results showed that all teachers perceived that working on OCPs could benefit professional development and their students' language skills. The choice not to use OCPs was related to the lack of time and difficulties in assessment. This research provides a lens through which to examine the advantages and disadvantages of integrating OCPs into the EFL curricula. It has implications for teachers wishing to include OCPs in their curriculum.

English as a foreign language is an essential secondary-school subject in many parts of the world. However, complications during the COVID-19 pandemic emphasised weaknesses in curricula and the need for attention. This study discusses the potential of online community projects in post-pandemic curricula. Analytic autoethnography is used to examine the difficulties schools faced during the lockdown and the current situation of English as a foreign language in secondary schools in Italy and other countries. It draws upon literature regarding pedagogical theory in teaching foreign languages, the Common European Framework of Reference for Languages, and existing scholarship in the field of online community projects. The results provide insights into the advantages and drawbacks of integrating learner-centred tools, such as online community projects, into the post-pandemic curricula.

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