NEWS on admission is superior to PARS for identifying patients at risk of death or critical care admission within the first 2 days of hospital stay. Current guidelines advocate a threshold of 5 for triggering a clinical review. However, since a score of 3 or more was associated with a poor outcome, this recommendation should be reviewed. Both scores were poor predictors of hospital length of stay.

The present study aims to explore the use of assessment in mathematics content courses for future elementary school teachers. Analysis of self assessment data on mathematical understanding and peer assessment data on oral mathematical presentation showed that pre-service teachers had a balanced understanding of procedural knowledge and problem solving. Conceptual understanding was not in the structure of pre-service teachers' mathematical knowledge. Understandings of conceptual knowledge, procedural knowledge, and problem solving had no meaningful effects on gains in mathematics performance. Aspects of oral mathematical presentation were associated with improved understanding of procedural knowledge and in particular conceptual knowledge. The result of the study calls for a conceptual approach to mathematical knowledge and sufficient mathematical problem solving in college-level mathematics content courses and in particular the infusion of assessment into college-level mathematics education for pre-service teachers.Keywords Pre-service teacher education · Structure of mathematical knowledge · Infusion of assessment into mathematics content courses We explored in the present analysis the use of assessment in mathematics content courses for future elementary school teachers. 1 At most institutions in the United States, these courses are taught by mathematicians whose emphasis is on learning or relearning the mathematics rather than pedagogical implications of mathematical knowledge, usually as a direct result of the disconnection between mathematicians and mathematics educators. These courses are typically difficult to a large percentage of students majoring in elementary education because their mathematical competency is significantly lower than the established norms of the general population of university students (e.g., Rech et al. 1993;Southwell and Penglase 2005).1 Because 90% of the participants in these mathematics content courses are pre-service K-5 (kindergarten to grade 5) teachers at the university where the present study was conducted, we used the phrase "pre-service elementary teachers" for this group throughout this article. The others (10%) are pre-service middle school teachers (grade 6 to grade 8).

The effect of a multimineral preparation on the health and growth of spring born, dairy calves was investigated on four New Zealand pastoral farms. Calves were randomly allocated injections within 24 hours of birth, 35 days and 70 days after birth. Injections contained 40 mg zinc, 10 mg manganese, 5 mg selenium, 15 mg copper and 5 mg chromium per ml (Multimin+Se+ Cu+Cr Cattle, Virbac South Africa) at 1 ml/50 kg body weight. Morbidity, mortality from natural challenge and growth rates were recorded for 140 days. There were no differences in morbidity and mortality within 48 hours of birth for treated calves compared with controls, P=0.192. Morbidity and mortality were highest at 3–35 days (7.5 per cent [95 per cent CI 5.00 to 9.99] treated calves sick and 15.6 per cent [95 per cent CI 12.48 to 18.73] controls sick, P<0.001). For this period, mortality was lower at 4.4 per cent (95 per cent CI 2.49 to 6.41) treated calves and 10.4 per cent (95 per cent CI 7.78 to 13.03) controls, P<0.001. Allowing for potential confounders, the adjusted OR of treated calves scouring between 3 and 35 days was 0.44 (95 per cent CI 0.24 to 0.82, P=0.009). Allowing for potential confounders, from 0 to 140 days a second model predicted treatment approximately halved the probability of morbidity and mortality (P<0.001). There was no difference in the daily rate of gain (0.67 kg/day [95 per cent CI 0.66 to 0.67] for treated calves).

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