The Ah receptor (AHR) has been studied for almost five decades. Yet, we still have many important questions about its role in normal physiology and development. Moreover, we still do not fully understand how this protein mediates the adverse effects of a variety of environmental pollutants, such as the polycyclic aromatic hydrocarbons (PAHs), the chlorinated dibenzo-p-dioxins (“dioxins”), and many polyhalogenated biphenyls. To provide a platform for future research, we provide the historical underpinnings of our current state of knowledge about AHR signal transduction, identify a few areas of needed research, and then develop concepts such as adaptive metabolism, ligand structural diversity, and the importance of proligands in receptor activation. We finish with a discussion of the cognate physiological role of the AHR, our perspective on why this receptor is so highly conserved, and how we might think about its cognate ligands in the future.

The purpose of this qualitative study is to understand how a sample of visiting nurses experienced the practice of home health nursing in the inner city and how they perceived the anticipated introduction of wireless, pen-based computing into their practice. Focus groups were held with visiting nurses 1 week before the introduction of the wireless, pen-based computers. The data were analyzed using Strauss and Corbin's (1990) method for concept development. The following central concepts emerged from the focus groups with visiting nurses: "Missing contact in the field," "Consumption of time writing on forms," "Using the computer to help with the practice of home health nursing," and "Home nursing is a lifeline." These concepts, based on the commentaries by visiting nurses, help one to understand the problems encountered by visiting nurses in the delivery of home health care, identify ways to incorporate evolving technologies to enhance nursing practice, and consider approaches to computer skill acquisition.

Drawing on contemporary transition pedagogy, this paper provides a case study of a suite of transition activities piloted by The Belonging Project in collaboration with a creatively oriented academic program in the School of Media and Communication at RMIT University. Through qualitative research, this case study demonstrates the importance of adopting Kift, Nelson and Clarke's (2010, p. 6) notion of transition "as a process, not an event." This paper argues that a sustained program of low cost transition activities that bridge the formal and informal curriculum fosters an essential "sense of belonging" among first year students. It provides a successful example of an approach that embeds essential social and academic literacies while facilitating positive social, cultural, and academic transitions.

This paper presents some preliminary findings from The Belonging Project-a longitudinal learning and teaching research project seeking to develop and define a new approach to student engagement. In this project, the concept of belonging is used as a tactic to engage both staff and students in the School of Media and Communication at RMIT University as part of the project's aim to improve the student experience. This paper maps the way in which we use belonging-defined in relation to the educational experience-as a point of departure to achieve this outcome. Having established our definition of belonging and its purpose in our project, we then discuss some key results of focus groups with students, outlining the way in which students navigate issues of transition, interdisciplinarity, and notions of space and place, in their relationship to university and campus life.

Eight home health nurses from the Visiting Nurse Service of New York participated in a focus group discussion after their initial experiences using wireless, pen-based computing in the inner-city, home care environment. Transcripts of the nurses' responses to open-ended questions were analyzed and central themes were found, following the method of concept analysis described by Strauss and Corbin (1990). The central concepts were "Readiness," "A thousand pounds on my back," "Call for support," "Problems with transmission," "Using the computer as an assistant," "Nurses discovered glitches," and "Everybody has to have a computer." These themes reflected the nurses' initial experiences with the wireless computers and also revealed their concerns. This article will describe these themes and will discuss the implications of current improvements in wireless computing for health care. The focus group themes aided in understanding how this group of experienced home health nurses began to transition from handwriting on several different forms to checking-off items on a small, hand-held computer screen, from innovating methods to communicate when telephones were not available, to using a wireless computer to send and receive data involved in the patient admission process